Comprehensive Early Literacy: Policy Summary. ExcelinEd Policy Toolkit - 2024
Saved in:
| Title: | Comprehensive Early Literacy: Policy Summary. ExcelinEd Policy Toolkit - 2024 |
|---|---|
| Language: | English |
| Authors: | ExcelinEd |
| Source: | Foundation for Excellence in Education (ExcelinEd). 2024. |
| Availability: | Foundation for Excellence in Education (ExcelinEd). P.O. Box 10691, Tallahassee, FL 32302. Tel: 850-391-4090; Fax: 786-664-1794; e-mail: nfo@excelined.org; Web site: http://www.excelined.org |
| Peer Reviewed: | N |
| Page Count: | 4 |
| Publication Date: | 2024 |
| Document Type: | Reports - Descriptive |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Grade 1 Grade 2 Grade 3 |
| Descriptors: | Emergent Literacy, Educational Policy, State Policy, Kindergarten, Grade 1, Grade 2, Grade 3, Reading |
| Abstract: | The goal of a Comprehensive K-3 Reading Policy is to ensure all students read on grade level by the end of 3rd grade. A comprehensive policy ensures early identification of struggling readers and establishes intensive reading intervention for K-3 students who need more support to become successful readers. The policy focuses on demonstrated readiness for promotion, requiring 3rd grade students to demonstrate sufficient reading skills for promotion to 4th grade. Retention can provide struggling readers the additional time and intensive interventions they need to catch up with their peers and be successful in 4th grade and beyond. This document shows why a K-3 reading policy is necessary, discusses evidence and research, and explains the fundamental principles of a comprehensive early literacy policy. |
| Abstractor: | ERIC |
| Entry Date: | 2025 |
| Accession Number: | ED672778 |
| Database: | ERIC |
| Abstract: | The goal of a Comprehensive K-3 Reading Policy is to ensure all students read on grade level by the end of 3rd grade. A comprehensive policy ensures early identification of struggling readers and establishes intensive reading intervention for K-3 students who need more support to become successful readers. The policy focuses on demonstrated readiness for promotion, requiring 3rd grade students to demonstrate sufficient reading skills for promotion to 4th grade. Retention can provide struggling readers the additional time and intensive interventions they need to catch up with their peers and be successful in 4th grade and beyond. This document shows why a K-3 reading policy is necessary, discusses evidence and research, and explains the fundamental principles of a comprehensive early literacy policy. |
|---|
