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Red Flags, Red Herrings, and Common Ground: An Expert Study in Response to State Reading Policy

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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
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  Data: Red Flags, Red Herrings, and Common Ground: An Expert Study in Response to State Reading Policy
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  Data: 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/
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  Data: 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.
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  Data: As Provided
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  Data: 2021
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  Data: EJ1309507
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1309507
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 29
    Subjects:
      – SubjectFull: State Policy
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Phonological Awareness
        Type: general
      – SubjectFull: Reading Fluency
        Type: general
      – SubjectFull: Web Sites
        Type: general
      – SubjectFull: Reading Programs
        Type: general
      – SubjectFull: Reading Research
        Type: general
      – SubjectFull: Vocabulary Development
        Type: general
      – SubjectFull: Reading Motivation
        Type: general
      – SubjectFull: Oral Language
        Type: general
      – SubjectFull: Policy Formation
        Type: general
      – SubjectFull: Specialists
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Phonics
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Needs Assessment
        Type: general
      – SubjectFull: Literacy Education
        Type: general
      – SubjectFull: Reading Interests
        Type: general
      – SubjectFull: Learning Processes
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      – SubjectFull: Sociocultural Patterns
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      – SubjectFull: Research Reports
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      – SubjectFull: Interdisciplinary Approach
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      – SubjectFull: Phonemic Awareness
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      – SubjectFull: Meta Analysis
        Type: general
      – SubjectFull: Likert Scales
        Type: general
      – SubjectFull: Reading Difficulties
        Type: general
      – SubjectFull: Young Children
        Type: general
      – SubjectFull: Emergent Literacy
        Type: general
    Titles:
      – TitleFull: Red Flags, Red Herrings, and Common Ground: An Expert Study in Response to State Reading Policy
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