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- W182305846 abstract "This framework will provide reference points for assessment and help refine instructional practices in reading. In recent years, school literacy practices have been the target of enormous public scrutiny. Some noted authorities believe that national attention to the reading ability of students and the way they are taught is unprecedented (Chall, 1998; Goodman, 1998; Strickland, 1998). Among the many reasons for this attention is the extensive media coverage given to initiatives such as President Clinton's America Reads program and to major reports like those produced by the National Research Council (Snow, Burns, & Griffin, 1998). Far more damaging, however, has been the media's fixation on the alleged failings of progressive literacy approaches in California (Routman, 1996), mediocre student scores on the reading tests of the National Assessment of Educational Progress (Allington & Cunningham, 1996), and research from the National Institutes for Child Health and Human Development (Moats & Lyon, 1994). Collectively, the media paints a dark picture of literacy practices in U.S. schools. This increased scrutiny has caused educators to become embroiled in heated public debates about the way reading should be taught (Braunger & Lewis, 1998). Classroom teachers, reading specialists, principals, and language arts supervisors often find themselves on the defensive. In fact, some state legislatures have gone so The Reading Teacher Vol. 53, NO.5 February 2000far as to disregard the voices of educators altogether by mandating the methodology teachers must use in their reading instruction (Jones, 1996; Resolution 011. Policy Malldales, 1998). In such a volatile environment, school districts need to demonstrate concretely that their efforts to teach children to read are maximally effective." @default.
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- W182305846 date "2000-01-01" @default.
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- W182305846 title "A Reading Lesson Observation Framework for Elementary Teachers, Principals, and Literacy Supervisors." @default.
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