Exploring the 2017 NAEP Reading Results: Systemic Reforms Beat Simplistic Solutions. Literacy Leadership Brief

Autor/inn/en	Wixson, Karen K.; Raphael, Taffy E.; Au, Kathryn H.
Institution	International Literacy Association (ILA)
Titel	Exploring the 2017 NAEP Reading Results: Systemic Reforms Beat Simplistic Solutions. Literacy Leadership Brief
Quelle	(2018), (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	National Competency Tests; Reading Tests; Achievement Tests; Grade 4; Reading Achievement; Foreign Countries; International Assessment; Educational Change; Scores; Curriculum Development; Reading Instruction; Vocabulary Development; Reading Comprehension; Systems Approach; Reading Improvement; Educational Improvement; Sustainability; National Assessment of Educational Progress; Progress in International Reading Literacy Study + Suchen Sie Ihr Suchwort? Lesetest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; School year 04; 4. Schuljahr; Schuljahr 04; Leseleistung; Ausland; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Leseunterricht; Wortschatzarbeit; Leseverstehen; Systemischer Ansatz; Teaching improvement; Unterrichtsentwicklung; Nachhaltigkeit
Abstract	With the release of the 2017 National Assessment of Educational Progress (NAEP) and 2016 Progress in International Reading Literacy Study (PIRLS) results, concerns that reading scores of U.S. students have remained flat for the past decade have surfaced again along with suggestions about the source of this problem and how it might be remedied. The release of the 2017 NAEP results in April 2018 included a panel of reading experts charged with responding to the question of how curriculum and instruction needs to change to improve reading performance. Collectively, the panelists' responses emphasized the need for curriculum and instruction to focus more on knowledge building because of the primary role played by knowledge and vocabulary in comprehension performance. This brief presents the following: (1) Curriculum and Instruction; (2) No Single Solution; (3) Systemic Approaches; (4) Improving Reading Performance; and (5) Balancing "On Our Own Path" With District Vision. (ERIC).
Anmerkungen	International Literacy Association. 258 Chapman Road Suite 203, Neward, DE 19702. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: https://www.literacyworldwide.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01