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Beginning Reading Instruction in Urban Schools: The Curriculum Gap Ensures a Continuing Achievement Gap
Author(s) -
Teale William H.,
Paciga Kathleen A.,
Hoffman Jessica L.
Publication year - 2007
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1598/rt.61.4.8
Subject(s) - fluency , reading (process) , psychology , reading comprehension , curriculum , phonemic awareness , mathematics education , inclusion (mineral) , comprehension , pedagogy , phonological awareness , linguistics , literacy , social psychology , philosophy
Addressing beginning reading instruction in urban schools, this article proposes that a curriculum gap exists in many K–3 classrooms that operate under the guidelines of the No Child Left Behind Act and Reading First. The authors make a case for the inclusion of systematic and sustained instruction in comprehension, content knowledge, and writing in the early grades as well as attention to the Reading First emphases on phonological awareness, decoding, word recognition, and reading fluency.