Alert:

Limited Availability of Full-Text Documents. Click here for more information, or here to request the return of a PDF online.

ED512029 - Improving Reading Comprehension in Kindergarten through 3rd Grade: IES Practice Guide. NCEE 2010-4038

Help

Tutorial

Help |

Tutorial

Help |

Tutorial

Help With This Page

Back to Search Results Help Permalink Share this record

More Info:
Help 0 items in My Clipboard | Add record to My Clipboard

Record Details

Full-Text Availability Options:

ERIC Full Text (5265K)

Related Items: Show Related Items

Click on any of the links below to perform a new search
ERIC #:	ED512029
Title:	Improving Reading Comprehension in Kindergarten through 3rd Grade: IES Practice Guide. NCEE 2010-4038
Authors:	Shanahan, Timothy; Callison, Kim; Carriere, Christine; Duke, Nell K.; Pearson, P. David; Schatschneider, Christopher; Torgesen, Joseph
Descriptors:	Reading Comprehension; Beginning Reading; Reading Instruction; Teaching Methods; Primary Education; Kindergarten; Grade 1; Grade 2; Grade 3; Reading Strategies; Text Structure; Discussion (Teaching Technique); Reading Material Selection; Learner Engagement; Student Motivation; Evidence; Educational Research
Source:	What Works Clearinghouse
More Info: Help Peer Reviewed:	Yes
Publisher:	What Works Clearinghouse. P.O. Box 2393, Princeton, NJ 08543-2393. Tel: 866-503-6114; e-mail: info@whatworks.ed.gov; Web site: http://ies.ed.gov/ncee/wwc
Publication Date:	2010-09-00
Pages:	87
Pub Types:	Guides - Classroom - Teacher; Reports - Descriptive
Abstract:	Strong reading comprehension skills are central not only to academic and professional success, but also to a productive social and civic life. These skills build the capacity to learn independently, to absorb information on a variety of topics, to enjoy reading, and to experience literature more deeply. Despite the growing demand for highly educated workers in today's information- and service-related economies, the proportion of American adults classified as "below basic" readers remained remarkably constant between 1992 and 2003. This guide, developed by a panel of experts, presents a set of evidence-based practices that teachers and other educators can use to successfully teach reading comprehension to young readers. The panel believes that students who read with understanding at an early age gain access to a broader range of texts, knowledge, and educational opportunities, making early reading comprehension instruction particularly critical. The guide also describes the evidence that supports the practices and gives examples of how they can be implemented in the classroom. Appendices include: (1) Postscript from the Institute of Education Sciences; (2) About the Authors; (3) Disclosure of Potential Conflicts of Interest; and (4) Rationale for Evidence Ratings. (Contains 11 tables, 1 figure and 214 endnotes.)
Abstractor:	ERIC
Reference Count:	96

Note:	N/A
Identifiers:	N/A
Record Type:	Non-Journal
Level:	N/A
Institutions:	National Center for Education Evaluation and Regional Assistance (ED); What Works Clearinghouse (ED)
Sponsors:	N/A
ISBN:	N/A
ISSN:	N/A
Audiences:	Teachers
Languages:	English
Education Level:	Early Childhood Education; Elementary Education; Grade 1; Grade 2; Grade 3; Kindergarten; Primary Education
Direct Link:

Back to Search Results