This 8 page paper evaluates the effectiveness of the early reading instructional methodology. The author traces the program's history and its success in the Sacramento California public school system. The programs advantages in terms of a phonics instructional approach and its conformation with the inclusion requirements of the No Child Left Behind Act are emphasized. Bibliography lists 10 sources.
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Table of Contents Introduction..............................................................................................................................................................................1 The No Child Left
Behind Act..............................................................................................................................2 Inclusion.......................................................................................................................................................................................2 Features of the Open Court Reading Program....................................................................................3
Supporting Research.........................................................................................................................................................4 Sacramentos Experience with Open Court.............................................................................................5 Conclusions.............................................................................................................................................................................. 8
Abstract This paper evaluates the effectiveness
of one early reading instructional methodology, the Open Court Reading Program. The author traces the programs history and its success in the Sacramento California public school system. The
programs advantages in terms of a phonics instructional approach and its conformation with the inclusion requirements of the No Child Left Behind Act are emphasized.
Introduction A variety of approaches have been used over the last decade to accelerate reading skills among elementary students. This
goal has been necessitated by the prevalence of students who were passing through the educational system without acquiring adequate reading skills. As a result of the Comprehensive School Reform
Demonstration Program Act of 1998 low achieving schools were rewarded for their adoption of proven reading models (Skindrud and Gersten, 2006). With the 2001 adoption of the No Child
Left Behind Act (P.L. 107-110) reading skills found themselves the subject of even more critical focus.
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