Abstract
This case study of one elementary school describes an ongoing effort to close the gaps between literacy research and practice in order to promote the successful literacy transitions of all students. Jefferson Elementary School's reading program is a research-driven, school-wide program emphasizing prevention-based instruction, early identification, intensive intervention, and ongoing staff development. For emergent and beginning readers, these efforts are coordinated through the consistent use of instructional diets to guide teachers in curriculum decisions and their allocation of classroom literacy time. We identify assessment-based decision making, curricular coordination, small group instruction, efficient management, ongoing data analysis, knowledgeable leadership, and persistence as essential ingredients in this effort.
Published Version
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