Red Flags, Red Herrings, and Common Ground: An Expert Study in Response to State Reading Policy
Saved in:
| Title: | Red Flags, Red Herrings, and Common Ground: An Expert Study in Response to State Reading Policy |
|---|---|
| Language: | English |
| Authors: | Collet, Vicki S., Penaflorida, Jennifer, French, Seth, Allred, Jonathan, Greiner, Angelia, Chen, Jingshu |
| Source: | Educational Considerations. Jun 2021 47(1). |
| Availability: | Kansas State University, College of Education. Available from: New Prairie Press. Kansas State University Libraries, 1117 Mid-Campus Drive North, Manhattan, KS 66506. Tel: 785-532-7444; e-mail: nppress@ksu.edu; Web site: http://newprairiepress.org/edconsiderations/ |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Descriptors: | State Policy, Reading Comprehension, Phonological Awareness, Reading Fluency, Web Sites, Reading Programs, Reading Research, Vocabulary Development, Reading Motivation, Oral Language, Policy Formation, Specialists, Teaching Methods, Reading Instruction, Phonics, Instructional Effectiveness, Needs Assessment, Literacy Education, Reading Interests, Learning Processes, Sociocultural Patterns, Research Reports, Interdisciplinary Approach, Phonemic Awareness, Meta Analysis, Likert Scales, Reading Difficulties, Young Children, Emergent Literacy |
| ISSN: | 0146-9282 |
| Abstract: | In many U.S. states, legislation seeks to define effective instruction for beginning readers, creating an urgent need to turn to scholars who are knowledgeable about ongoing reading research. This mixed-methods study considers the extent to which recognized literacy experts agreed with recommendations about instruction that were included on a state's reading initiative website. Our purpose was to guide implementation and inform policy-makers. In alignment with the initiative, experts agreed reading aloud, comprehension, vocabulary, fluency, phonological awareness, and phonics all deserve a place in early literacy instruction. Additionally, they agreed some components not included on the website warranted attention, such as motivation, oral language, reading volume, writing, and needs-based instruction. Further, experts cautioned against extremes in describing aspects of early reading instruction. Findings suggest that experts' knowledge of the vast body of ongoing research about reading can be a helpful guide to policy formation and implementation. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1309507 |
| Database: | ERIC |
| Abstract: | In many U.S. states, legislation seeks to define effective instruction for beginning readers, creating an urgent need to turn to scholars who are knowledgeable about ongoing reading research. This mixed-methods study considers the extent to which recognized literacy experts agreed with recommendations about instruction that were included on a state's reading initiative website. Our purpose was to guide implementation and inform policy-makers. In alignment with the initiative, experts agreed reading aloud, comprehension, vocabulary, fluency, phonological awareness, and phonics all deserve a place in early literacy instruction. Additionally, they agreed some components not included on the website warranted attention, such as motivation, oral language, reading volume, writing, and needs-based instruction. Further, experts cautioned against extremes in describing aspects of early reading instruction. Findings suggest that experts' knowledge of the vast body of ongoing research about reading can be a helpful guide to policy formation and implementation. |
|---|---|
| ISSN: | 0146-9282 |
