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The educational sector has reached a pivotal crossroads. Educational legislation and federally funded initiatives enacted by the current and previous Presidential Administrations, such as the Race to the Top and No Child Left Behind, have placed significant focus, in not only attention and scrutiny, but also in resources, on the advancement of educational attainment levels across the nation. The push for common educational standards has reinvigorated the interest of the general public in education in a way that has been unparalleled in recent history. This is an era for unprecedented reorganization, reform and, optimistically, advancement for American public education.
At the center of the current educational debate is the adoption and implementation of the Common Core State Standards (CCSS), currently approved in forty-four states and the District of Columbia (Common Core State Standards Initiative, 2014). The CCSS are standardized learning goals that are specific to each grade level, designed to set clear expectations for students, teachers, and parents that are robust and relevant to the skills needed in the real world (Common Core State Standards Initiative, 2014). These standards have been designed intentionally to “articulate a vision of what it means to be ‘a literate person in the twenty first century (Gambrell, Malloy, & Mazzoni, 2011, p. 15).” The CCSS for English Language Arts & Literacy are intended to ensure all students college and career ready in literacy at the completion of high school, requiring all students to read and comprehend complex literary and informational texts independently and proficiently (Common Core State Standards Initiative, 2010). This is the future of classroom instruction for the State o...
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...y Instruction (4th ed.). New York: Guilford Press.
National Association for the Education of Young Children. Learning to Read and Write: Developmentally Appropriate Practices for Young Children. A joint position statement of the International Reading Association (IRA) and the National Association for the Education of Young Children (NAEYC). Young Children 53 (4): 30-46, 1998.
Rasinski, T. (2010). Assessing reading fluency. Educational service material, Product # ES0414. Honolulu, HI: Pacific resources for educational and learning. Retrieved from http://www.prel. org/products/re_/assessing-fluency.htm.
Texthelp. (2012). Fluency tutor: Guidelines for developing fluency. Retrieved from http://www.texthelp.com/media/97431/fluency_tutor_guidelines.pdf
Wolf, M., & Katzir-Cohen, T. (2001). Reading fluency and its intervention. Scientific Studies of Reading, 5, 211–239.
America has not changed it’s educational system in over two hundred years. For this reason, our students and population are falling further and further behind. Our society has done nothing but move forward, so why hasn’t our learning? Everybody has a story, opinion, or response to education. We need to invest in refining our tools to succeed, to create a better sense of self, and a stronger, more well-rounded nation. The American educational system is hurting students by passing them without merit and relying on standardized tests; however, many are now running back to these hollowed halls to ensure better futures.
With such high numbers of adolescents falling below basic in reading, illiteracy is a battle that must be fought head on. The largest dilemma with the struggle is the number of variations that cause adolescents to become reluctant, unmotivated or struggling readers. Fortunately, a large number of strategies exist to encourage and strengthen readers of all ages, proving that adolescence is not a time to give up on faltering students. Rather, it is a time to evaluate and intervene in an effort to turn a reluctant reader into an avid one (or near enough). Ultimately, educators must learn to properly assess a student’s strengths and weaknesses (Curtis, 2009) and pair them with the proper intervention techniques. If one method does not work, countless others exist to take its place.
The proposed Reauthorization of the Elementary and Secondary Education Act identifies key factors for college and career-ready students. The act asks that states adopt rigorous college and career ready standards in English/language arts and mathematics along with assessments aligned to these standards. In June of 2010, the NGA Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) released the Common Core State Standards which 45 out of 50 states have currently adopted. Additionally, states are required to develop a system of accountability that rewards successful schools, requires interventions for the lowest-perfor...
Education is the foundation of American society. It empowers the youth of America to become the successful leaders this country needs for the future. Education has been one of America’s top priorities since 1965, when the Elementary and Secondary Education Act was passed. Now, education is controlled by the No Child Left Behind Act, which was launched in January 8, 2002. This act was passed with intentions from the government to provide Americans with a more superior education system. However, The No Child Left Behind Act carried many flaws which were left unseen to a vast majority of the public. This act limited American students by not allowing them to demonstrate their full academic potentials while proceeding in school. While the act was still fairly fresh, there was already evidence to prove that it had already gotten off to a bad beginning. For the crucial math and science courses, statistics showed minimal improvements which had begun around the time period in which the No Child Left Behind Act was passed. The act was also supported by a number of educators who voiced themselves by testifying against having the right to teach at their own free will. Teachers across America claimed that because of this new act, they felt a constant heaviness upon their shoulders from the state government to “Teach the test.”
Summary: Li Moon, a resource specialist in the Hillsborough City School District in Northern California has completed a study about the use of readability measurement. The surrounding school districts (Hillsborough City School District, Millbrae Elementary School District, and San Bruno Park Elementary District) are using oral reading to enhance students literacy. These schools are using the Open court Reading series in order achieve this goal. The teachers were given many short reading passages at each grade level and the students would then read the passages aloud and the teachers would then monitor the students’ progress throughout the year.
Throughout the 20th and 21st centuries, the American educational system has undergone much transition in response to our changing society. Though there have been many problems raised throughout the years in regard to what our school systems should be teaching our children, there have also been many developments.
Burns, Paul C.,Roe, Betty D., and Ross, Elinor P. (1992). Teaching Reading in Todays Elementary Schools. Boston: Houghton Mifflin Company.
President Ronald Reagan once described America as, “A Nation at Risk,” He was addressing this statement to the education department thirty years ago and meant it as a wake-up call. He was aware that the United States was falling behind in education and needed to take action in order to prevent the demise of the country. Reagan correctly predicted the grim fate of America if education did not see improvement. Today, research finds that American education is failing to provide the necessary skills to succeed in college and various careers. The quality of education in America is a growing issue and every year graduate students are finding it more difficult to obtain high paying jobs and start his or her career. According to studies conducted globally, the curriculum in America is not as advanced and years behind international schools in countries such as China and Japan. There is much controversy in government over what can be done to reverse the situation in public schools but possible solutions that have been suggested are hiring more qualified teachers, more classroom time, and investing more money into education.
...ding Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction(NIH Publication No. 00-4769). Washington, DC: Government Printing Office.
Scott, T. M., & Shearer-Lingo, A. (2002). The effects of reading fluency instruction on the academic and behavioral success of middle school students in a self-contained E/BD classroom. Preventing School Failure, 46, 167-173.
Many people think fluency is just reading fast. Fluency is the ability to decode and comprehend at the same time. Some teachers think that you do not need to teach fluency because it will come naturally. In some instances yes, but to create a strong reader fluency needs to be taught. Mrs. Baughman says that her school does not teach or score fluency. She is recalling this information from when she was an intervention specialist. Reading out loud is a good way to check a student’s fluency, but there are some other ways to measure fluency. Repeated reading of a passage, usually poetry
According to Temple et. Al, there are components for reading. “Reading is the act of getting meaning from a written text.” (Temple & Ogle & Crawford & Freppon, 2005, p.7) There are steps to learn to read; first step is “word recognition.” This activity is that readers recognize letters and words. Next step is “phonemes” which is the smallest sounds in language. Readers who in “phonemic awareness” are able to know how to make sounds with letters. In “comprehension” step, readers are able to understand what they are reading. They can improve reading ability by expanding knowledge of vocabulary. If they can understand words faster than previous time and accurately, they are on “reading fluency” step. The last step, which is “interpretation” or also known as “critical reading”, is a time when they are able to understand author’s thought and mind by reading their words and arguments. National Reading Panel categorized literacy by areas of alphabetic, fluency, comprehension, teacher education and reading instruction, computer technology, and reading instruction. Alphabetic includes
readers: A perspective for research and intervention ―[Electronic version]. Scientific Studies of Reading, 11(4), 289-312.
There are platitudes of issues and elements that pertain to the educational process as well as curriculum development that are addressed on a routine basis. As many researchers have discussed, and administrators and teachers alike have grown to understand, if this current educational model/system is to produce creative, productive, active, and technologically savvy students-citizens the worst actions are perhaps having no actions at all (Stansbury, 2013). In addition to the grandiose mistakes of becoming stagnant (progress), educators and administrators are faced with increasing demands at the highest levels; this of course is making reference to both federal and state legislation such as No Child Left Behind, perhaps the most groundbreaking legislation to date. These rigorous demands are curriculum based, creating definitive and innovative opportunities for educators, especially those in positions to promote and formulate new curriculum models as well as propose the implementation of a new curricula into the system, to better prepare students within their educational system/process exactly what the demands of a 21st century requires. These demands are in reference to an article written by Richard Long titled Career Success Demands Strong 21st Century Literacy Skills. Long states several skills that will be required if American students are to play catch –up with the rest of the world as well as perhaps attain their position at the top of the upper echelon of world educational rankings (Long, 2010).
Education is a vital tool for lifelong success but there are many areas of concern in the current system of public education. Education reform has been a constant occurrence since the No Child Left Behind Act of 2001. Every year, specialists develop