Self-Study Guide for Implementing Early Literacy Interventions. REL 2016-129 / Jennifer L. Dombek, Barbara R. Foorman and Mishel Garcia.
While literacy interventions can be implemented in any grade, focusing on prevention and intervention in kindergarten through grade 2 is optimal because reading difficulties become expensive and challenging to remediate as students become older. The Individuals with Disabilities Act of 2004 allows d...
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Full Text (via ERIC) |
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| Main Authors: | , , , |
| Corporate Authors: | , , |
| Format: | eBook |
| Language: | English |
| Published: |
[Place of publication not identified] :
Distributed by ERIC Clearinghouse,
2016.
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| Subjects: |
| Summary: | While literacy interventions can be implemented in any grade, focusing on prevention and intervention in kindergarten through grade 2 is optimal because reading difficulties become expensive and challenging to remediate as students become older. The Individuals with Disabilities Act of 2004 allows districts to do just this, with 15 percent of special education funds permitted to be used for prevention and early intervention. This Self-study Guide for Implementing Early Literacy Interventions was developed to help district- and school-based practitioners conduct self-studies for planning and implementing early literacy interventions. It is intended to promote reflection about current strengths and challenges in planning for implementation of early literacy interventions, spark conversations among staff, and identify areas for improvement. This guide provides a template for data collection and guiding questions for discussion that may improve the implementation of early literacy interventions and decrease the number of students failing to meet grade-level literacy expectations by the time they enter grade 3. States in the Regional Educational Laboratory (REL) Southeast Region and across the country are implementing large-scale initiatives focused on providing reading interventions in the early grades. This self-study guide provides a template for data collection and guiding questions for discussion that may improve the implementation of early literacy interventions and decrease the number of students failing to meet grade-level literacy expectations by the time they enter grade 3. The guide was developed in partnership with REL Southeast's Improving Literacy Research Alliance. The following are appended: (1) Support for "Scoring Guide" areas; and (2) Sample master schedules. |
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| Item Description: | Availability: Regional Educational Laboratory Southeast. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/. Contract Number: EDIESƯ12C0011. Abstractor: ERIC. Educational level discussed: Kindergarten. Educational level discussed: Primary Education. Educational level discussed: Early Childhood Education. Educational level discussed: Grade 1. Educational level discussed: Elementary Education. Educational level discussed: Grade 2. |
| Physical Description: | 1 online resource (27 pages) |
| Audience: | Practitioners. |
| Type of Computer File or Data Note: | Text (Guides, General) Text (Tests/Questionnaires) |
| Preferred Citation of Described Materials Note: | Regional Educational Laboratory Southeast. |