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What Education Schools Aren’t Teaching About Reading & What Elementary Teachers Aren't Learning

What Education Schools Aren’t Teaching About Reading & What Elementary Teachers Aren't Learning

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Published by woodstockwoody
The persistent reading struggles and failure of nearly 40 percent of all American children, little improved over time, has led to
aggressive government-funded efforts in school districts to train veteran teachers in the science of reading. .
There is a call for explicit, systematic teaching of phonemic awareness and phonics, guided oral reading to improve fluency,
direct and indirect vocabulary building, and exposure to a variety of reading comprehension strategies.
The persistent reading struggles and failure of nearly 40 percent of all American children, little improved over time, has led to
aggressive government-funded efforts in school districts to train veteran teachers in the science of reading. .
There is a call for explicit, systematic teaching of phonemic awareness and phonics, guided oral reading to improve fluency,
direct and indirect vocabulary building, and exposure to a variety of reading comprehension strategies.

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Published by: woodstockwoody on Apr 16, 2011
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05/12/2014

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NATIONAL COUNCIL ON TEACHER QUALITY
and What Elementary Teachers
Aren’t Learning
What Education Schools
Aren’t Teaching
 about Reading
May 2006
 
This study is available online from www.nctq.org.Hard copies of the Executive Summary can be ordered from this website as well.
AUTHORS:
Kate Walsh, Deborah Glaser and Danielle Dunne Wilcox
OUR THANKS TO:
Research analysts:
Rona Abad, Elizabeth McCorry and Emily Cohen
Database design and technical support:
Jeff Hale
Graphic design
: Colleen Hale
Consultation:
Louisa Moats and G. Reid Lyon
NCTQ BOARD OF DIRECTORS:
Stacey Boyd, Chester E. Finn, Jr., Ira Fishman, Marti Garlett, Clara M. Lovett, Andrew J. Rotherham,Eric J. Smith, Danielle Wilcox, Kate Walsh,
 President
NCTQ ADVISORY BOARD:
Steven J. Adamowski, Roy E. Barnes, Alan D. Bersin, Lawrence S. Braden, Cheryl Ellis,Michael Feinberg, Ronald F. Ferguson, Eleanor Gaines, Michael Goldstein, Eric A. Hanushek,Frederick M. Hess, Paul T. Hill, E.D. Hirsch, Jan Hungate, Jason Kamras, Frank Keating,Paul Kimmelman, Martin J. Koldyke, Wendy Kopp, Hailly Korman, Deborah McGriff, William Moloney, Eva Moskowitz, Robert H. Pasternack, James A. Peyser, Michael Podgursky,Michelle Rhee, Felicity Messner Ross, Stefanie Sanford, Kim Smith, Lewis C. Solmon,Thomas Toch, Joseph Wilson
WITH PRINCIPAL FUNDING FROM:
The D&D Foundation
 
What Education Schools Aren’t Teaching 
May 2006Page One
TABLE OF CONTENTS
1. Introduction five2. The Study Sample and Methodology twelve3. General Findings and Observations twenty-two 4. What Is Being Read thirty-three5. Recommendations forty-three6. Conclusion forty-eight
APPENDICES
 A. Scoring Methodology fiftyB. Examples of Syllabi fifty-sevenC. Ratings for Required Texts sixty-nine
What Education Schools Aren
 
’t Teaching 
May 2006Page One

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