Early Literacy part of the Education Reform Network

You are in: Beneficiary —> Region —>

State Departments of Education

• Approaches to Professional Development
  Typical inservice models of professional staff development are the training model and the reflective practice model. Outcomes for both models are suggested.
• Best Practices Programs
  Various approaches to the teaching of reading, all considered best practice in literacy teaching and learning, include Project READ, The Kamehameha Early Education Program, Follow Through, Reading Recovery, and SRA/Open Court Reading. This piece is part of a larger NCREL publication entitled Professional Development for Teachers of Reading (2001) by Peggy A.
• Coaching and Mentoring
  Three programs of coaching and mentoring are currently found in school settings. These include peer coaching, building resource teachers, and the Success For All program.
• Family and Intergenerational Literacy in Multilingual Communities
  This article presents research that has informed family and intergenerational literacy work, policy initiatives that affect family literacy work, goals of family and intergenerational literacy programs, program design, and curricula for family literacy programs. The article concludes with promising directions for the future.
• History of Professional Development in Reading Instruction
  Focus is given to the role of the teacher, the nature of literacy instruction, and the nature of professional development from 1800 through the beginning of the 21st century. Links to reports and articles on expertise in teaching reading are included.
• National Assessment of Educational Progress
  The National Assessment of Educational Progress (NAEP), also known as "the Nation's Report Card," is the only nationally representative and continuing assessment of what America's students know and can do in various subject areas. Since 1969, assessments have been conducted periodically in reading, mathematics, science, writing, U.S.
• Professional Development Policies
  This article highlights goals, characteristics, gaps, future directions, and federal leadership related to professional development. An appendix to this piece includes guidelines from the U.S.