America Goes Back to School
"America Goes Back to School" encourages families and
communities to make the most of the back-to-school time by launching or expanding
Building Bridges: The Mission and Principles of Professional Development
A brochure that identifies the ten principles of high-quality professional development derived from the best available research and exemplary practice. These principles are intended to help inform practitioners and policymakers and guide the Department's work in professional development.
Center for the Improvement of Early Reading Achievement (CIERA)
CIERA is one of the National Research Centers funded by the Office of Educational Research and Improvement (OERI).
CIERA - Position Statement on Early Literacy
Center for the Improvement of Early Reading Achievement presents is position statement, "Improving the Reading Achievement of America's Children: 10 Research-Based Principles."
Culturally Responsive Teaching Spotlight
This Knowledge Loom spotlight presents research-based principles and resources to support culturally responsive teaching.
Every Child Reading: An Action Plan
Web Site of the Learning First Alliance.
Excellent Reading Teachers: Position Statement Summary of the International Reading Association (2000).
Every child deserves excellent reading teachers because teachers make a difference in children's reading achievement and motivation to read. Lists critical qualities of knowledge and practice, and provides URL for free download of full position statement.
The Partnership for Family Involvement in Education is committed to increasing family participation in children's learning through a variety of activities and efforts, such as before- and after-school programs, tutoring and mentoring initiatives, and donations of facilities and technologies.
FCRR Reports on Reading Programs
These reports from the Florida Center for Reading Research provide information about reading programs to help school and district leaders make informed choices about the best program for their student population. Reports include information about the alignment of each program with the requirements of Reading First and with the findings of scientifically based reading research.
Helping Teachers Teach Well: Transforming Professional Development. (1995). CPRE Policy Briefs.
This issue of CPRE Policy Briefs reviews what is known about professional development--where it is now, and where it needs to be. The brief discusses its organization, costs, and effects on practice. It also suggests some principles to guide professional development in the future and offers a framework for designing and assessing policies and programs. CPRE Policy Briefs are published occasionally by the Consortium for Policy Research in Education. The Consortium operates two separate, but interconnected research centers: The Policy Center and The Finance Center. CPRE is funded by the U. S. Department of Education's Office of Educational Research.
IRA-NAEYC Position Statement on Early Literacy
The International Reading Association and the National Association for the Education of Young Children present a joint position statement on helping young children learn to read and write.
National Association for the Education of Young Children
The National Association for the Education of Young Children (NAEYC) Web site provides information on federal and state policy and legislation, advocacy resources, research on early childhood education, resources and publications for early childhood professional preparation and training, and resources for parents.
Read Write Think Website
This Web site, a joint production of the International Reading Association, the National Council of Teachers of English, and Marcopolo, contains an extensive collection of high-quality lesson plans, standards, Web resources, and student materials for elementary and secondary teachers.
Statement on Phonemic Awareness: International Reading Association
Summary of a position statement of the International Reading Association:
Phonemic Awareness and the Teaching of Reading. Full text of the International Reading Association position statement, Phonemic Awareness and the Teaching of Reading is available online at this address.
Teaching Reading IS Rocket Science: What Expert Teachers of Reading Should Know and Be Able To Do
Thanks to new scientific research--plus a long-awaited scientific and political consensus around reading research--the knowledge exists to teach all but a handful of severely disabled children to read well. This report discusses the current state of teacher preparation in reading. It reviews the reading research and describes the knowledge base that is essential for teacher candidates and practicing teachers to master if they are to be successful in teaching all children to read well. Finally, this report from the American Federation of Teachers makes recommendations for improving the system of teacher education and professional development.
The Early Literacy Advisor: Developmentally Appropriate Practices in Early Literacy
Developmentally appropriate practice is a matter of applying the right technique at the right time, and for the right length of time, based on a child's unique strengths and weaknesses. The ELA helps a teacher make these determinations.
The Early Literacy Advisor: Standards and Benchmarks in Early Literacy
This set of benchmarks can be used by teachers to determine where children are in their literacy development and what to expect next.