Blue Ribbon Schools
Greetings. This non-comprehensive coverage of information resources on Blue Ribbon Schools was assembled from various resources on the World Wide Web, bookstores, libraries and others. Included materials were selected to provide a balanced, cursory picture of current research and practices. Instructions for acquiring the full text of ERIC records is presented at the end of this file.
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
Blue Ribbon Schools Homepage
US Department of Education Blue Ribbon Schools
About the National Blue Ribbon Schools' Recognition Program
Blue Ribbon Schools from the Council for American Private Education Web Site
Blue Ribbon Schools of Excellence Institute
Blue Ribbon Schools Offering Bilingual and ESL Programs
Best Ideas FOR READING From America's Blue Ribbon Schools: What Award-Winning Elementary and Middle School Principals Do
Principal of National Blue Ribbon School Says High Poverty Schools Can Excel
Citations from the ERIC Database
AN: ED426346
TI: Best Ideas for Reading from America's Blue Ribbon Schools: What Award-Winning Elementary and Middle School Principals Do.
CS: National Association of Elementary School Principals, Alexandria, VA.
PY: 1998
AV: Corwin Press, Inc., 2455 Teller Road, Thousand Oaks, CA 91320 (paperback: ISBN-0-8039-6773-X, $18.95; library edition: ISBN-0-8039-6772-1, $43.95).
PR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
DE: *Reading-Improvement; *Reading-Instruction; *Reading-Motivation; *Writing-Instruction; *Writing-Skills
DE: Classroom-Techniques; Elementary-Secondary-Education; Instructional-Improvement; Learning-Strategies; Reading-Achievement; Student-Development; Teaching-Methods; Writing-Strategies
AB: This book is a collection of ideas submitted to the National Association of Elementary School Principals (NAESP) by elementary and middle school principals of 1996-1997 Blue-Ribbon Schools selected by the United States Department of Education. Each of the ideas presented offers a way for the teachers to raise students' reading levels and give them a real sense of achievement. The book offers strategies to: (1) develop critical thinking skills; (2) establish a connection between reading and writing skills; (3) involve families in students' homework; (4) help students become more interested in school; and (5) expand their vocabularies. The 87 ideas in the book are divided into sections entitled "Working with Individual Students," "Facilitating Reading in Small Groups," "Engaging Entire Classrooms and Grade Levels," and "Involving Everyone in the School." The book's ideas may be incorporated just as they are or used as a foundation and inspiration for new ideas. (CR)
AN: ED402662
TI: Blue Ribbon Schools: Elementary and Secondary School Recognition Programs.
CS: Office of Educational Research and Improvement (ED), Washington, DC. Office of Reform Assistance and Dissemination.
PY: 1996
NT: Six-panel brochure.
PR: EDRS Price MF01/PC01 Plus Postage.
DE: *Educational-Improvement; *Educational-Innovation; *Educational-Quality; *Excellence-in-Education; *Recognition-(Achievement)
DE: Elementary-Secondary-Education; Equal-Education; Evaluation-Criteria; Federal-Programs; School-Effectiveness
AB: Since the Blue Ribbon Schools Program was established by the Secretary of Education in 1982, it has developed into a national school-improvement strategy. This brochure outlines the three purposes of the Blue Ribbon Schools Program: (1) identify and recognize outstanding public and private schools across the nation; (2) make research-based effectiveness criteria available to all schools; and (3) encourage schools to share information about best practices based on a common understanding of criteria for educational success. The brochure also describes which schools are eligible for nomination, the process by which schools are chosen, the criteria used in the selection process, and the benefits of the program. States with their own recognition programs, based on criteria similar to those used by the Blue Ribbon Schools, are also listed. (LMI)
AN: ED421277
TI: Early Childhood Education: SERVEing Young Children. Annual Report, 1998.
CS: Southeastern Regional Vision for Education (SERVE), Tallahassee, FL.
PY: 1998
NT: For 1997 Annual Report, see ED 413 069.
PR: EDRS Price MF01/PC02 Plus Postage.
DE: *Cooperative-Programs; *Early-Childhood-Education; *Leadership-Training
DE: Annual-Reports; Coordination-; Educational-Quality; Partnerships-in-Education; Professional-Development; Program-Descriptions; Research-and-Development
AB: This annual report details the 1998 activities of the SouthEastern Regional Vision for Education (SERVE), the agency designated by the U.S. Department of Education as the regional educational laboratory responsible for the development of national leadership and expertise in early childhood education. Sections of the report describe: several SERVE training programs for caregivers and educators; research and development--or Partner--sites for the development, study, and/or evaluation of effective programs and practices; incidences of collaboration between SERVE and conferences and programs around the country; and areas of technical assistance provided by SERVE. SERVE's presentations, publication, and products are also described. The report concludes with articles from SERVE staff describing development of a reading program and future plans for SERVE initiatives. The report's appendix lists Regional Educational Laboratory/Early Childhood contacts, and upcoming conferences. (HTH)
AU: Denton,-David-R.
TI: North Carolina Strives for Balanced Reading Instruction.
CS: Southern Regional Education Board, Atlanta, GA.
PY: 1998
AV: Southern Regional Education Board, 592 Tenth Street, N.W., Atlanta, GA 30318 ($2.50 handling fee).
PR: EDRS Price MF01/PC01 Plus Postage.
DE: *Educational-Practices; *Phonics-; *Reading-Instruction; *Reading-Programs; *Whole-Language-Approach
DE: Case-Studies; Primary-Education; Student-Needs
AB: This paper contends that the most difficult task facing state policymakers is to understand that the strong feelings on both sides of the reading debate may not be truly reflective of the choices before them--it is not a choice between teaching reading through phonics or whole language. The paper states that a good whole language program must include phonics, and that good phonics instruction, while essential, is only part of an effective reading program. The paper discusses the situation in the state of North Carolina as representative of what has been happening across the nation in reading instruction. The paper concludes that policymakers in all states should seek to walk a fine line between the more singleminded positions on either side of the reading debate to promote an approach that really is based on strong evidence of effectiveness: that means a balanced approach, and it means recognizing that "balance" will mean different things for different children and will require being able to assess accurately each child's instructional needs. (NKA)
AN: ED418378
AU: Bennett,-Wendy-M.
TI: At-Risk Readers: What Intervention Programs and Research Suggest.
PY: 1998
NT: Exit Project EDEL 625, California State University, Long Beach.
PR: EDRS Price MF01/PC02 Plus Postage.
DE: *Early-Intervention; *High-Risk-Students; *Instructional-Effectiveness; *Reading-Difficulties; *Reading-Instruction; *Student-Needs
DE: Elementary-Education; Literature-Reviews; Mentors-; Reading-Programs
AB: The paper, on reading intervention, reviews literature and research which discuss students at risk of reading failure and/or students with mild reading disabilities. It uses as background the recommendations of the California Reading Initiative Task Force regarding the instruction of reading in the schools and the expectation that schools will develop effective reading intervention programs to serve students beginning no later than the middle of first grade. The characteristics and success rates of reading intervention programs which are currently being implemented in elementary schools are explored. The paper also focuses on researching successful school reading programs and discovering the characteristics which make reading instruction effective for at-risk students in all grades. A 22-item bibliography is attached. (NKA)
AN: ED410083
TI: High Poverty, High Performing Schools. IDRA Focus.
CS: Intercultural Development Research Association, San Antonio, TX.
PY: 1997
SO: IDRA-Newsletter; v24 n6 Jun-Jul 1997
NT: Photographs will not reproduce adequately.
PR: EDRS Price MF01/PC01 Plus Postage.
DE: *Educational-Improvement; *High-Achievement; *Poverty-; *School-Culture; *School-Effectiveness
DE: Economically-Disadvantaged; Educational-Environment; Educational-Quality; Educational-Strategies; Elementary-Secondary-Education; Minority-Groups; Student-School-Relationship
AB: This theme issue includes four articles on high performance by poor Texas schools. In "Principal of National Blue Ribbon School Says High Poverty Schools Can Excel" (interview with Robert Zarate by Christie L. Goodman), the principal of Mary Hull Elementary School (San Antonio, Texas) describes how the high-poverty, high-minority school dramatically improved its scores on the Texas Assessment of Academic Skills (TAAS). Strategies included moving from a remedial model to a challenging curriculum, implementing a technology lab and a balanced reading program, creating high expectations for students, adding excitement to the school environment, including teachers in collaborative decision making, involving parents and families, aligning the curriculum, and being proactive. "High Poverty, High Performing: High Hope!" (Hilaria Bauer) discusses the ingredients of high schoolwide performance: quality in the overall school experience, caring competent teachers, high expectations, and wise use of resources to fulfill the school's mission of excellence. "Low Income Does Not Cause Low School Achieveme
NT: Creating a Sense of Family and Respect in the School Environment" (Anita Tijerina Revilla, Yvette De La Garza Sweeney) summarizes results of three studies identifying major factors that promote high performing schools: creating a familial environment, educating the "whole" child, celebrating cultural and linguistic diversity, assuming responsibility for teaching, and involving parents. "Whatever It Takes!" (Joseph F. Johnson, Jr.) reflects on the success of low-income Texas schools in meeting state standards for TAAS scores. Sidebars outline critical elements of high performing schools and list 17 educational sites on the World Wide Web. (SV)
AN: ED408375
AU: Rode,-Ronald-G.; and-others
TI: High Achievement in Reading in San Diego City Schools. No. 710.
CS: San Diego City Schools, CA. Planning, Assessment, and Accountability Div.
PY: 1996
NT: Assessment, Research, and Reporting Team Report.
PR: EDRS Price MF01/PC05 Plus Postage.
DE: *Black-Students; *High-Achievement; *Hispanic-Americans; *Reading-Achievement; *Urban-Schools
DE: Educational-Practices; Elementary-Secondary-Education; Language-Arts; Reading-Programs; Tables-(Data); Teacher-Surveys; Teachers-
AB: The San Diego City Schools system has set as one of its highest priorities the improvement of reading achievement throughout the district. This report was produced to profile, using a variety of indicators, the schools with the highest reading achievement. The study of reading achievement included two components, a teacher survey and reading achievement indicators. Teachers selected to respond to the survey taught at schools that ranked among the top schools for California Learning Assessment System rankings for reading (12 elementary, 8 middle and junior high, and 5 senior high schools). Reading achievement indicators considered were: (1) achievement compared to statewide comparison groups; (2) school rank in the city school system; (3) achievement of Hispanic students; and (4) achievement of African American students. Results were compared with the 1993 survey. There were few marked differences. For the language arts program and classroom practice, teachers reported higher agreement than in 1993 that they were implementing best practices and using them routinely. Teachers at the schools identified for high achievement in reading, in general, hold beliefs that are reflective of what one would expect from a model language arts program. The majority report that they hold the same learning expectations for all the city's students. Two appendixes present the teacher survey and the reading indicators for the chosen schools. (Contains 6 figures and 21 tables.) (SLD)
AN: ED427299
AU: Goodman,-Gregory
TI: The Reading Renaissance/Accelerated Reader Program. Pinal County School-to-Work Evaluation Report.
CS: Creative Research Associates, Inc., Tucson, AZ.
PY: 1999
PR: EDRS Price MF01/PC02 Plus Postage.
DE: *Accountability-; *Education-Work-Relationship; *Reading-Improvement; *Reading-Programs
DE: Grade-7; Grade-8; Low-Achievement; Middle-Schools; Program-Evaluation; Public-Schools
AB: This report evaluates the effectiveness of a reading program known as "The Reading Renaissance/Accelerated Reader Program" as implemented at Gardner Middle School in San Manuel, Arizona, during the period of April 1997 to April 1998. Before the program was implemented, students were achieving at a low level in reading. Students in the seventh and eighth grades were pretested and posttested with the Gates-MacGinitie Reading Tests Form K (pretest) and Form L (posttest). The mean pretest scores and the mean posttest scores were compared using t tests to determine if there were statistically significant changes (gains or losses). Gates-MacGinitie Test scores were presented as Extended Scale Scores and Grade Equivalents as recorded in categories of Vocabulary, Comprehension, and Total Scores. Total score represent Vocabulary and Comprehension scores combined. For the 1997-98 school year, the total population of 282 students, representing all seventh and eighth grade students, participated in the program. In summary, students showed statistically significant improvement in Vocabulary and in Total Scores (Vocabulary and Comprehension combined) in all areas as recorded in Extended Scale Scores and Grade Equivalent scores. Many aspects of the Reading Renaissance/ Accelerated Reader Program mirror the School-to-Work concept in the way the program addresses accountability for both students and educators. Contains 12 tables of data; appended are a description of Gates-MacGinitie Reading Tests and a summary of test characteristics. (NKA)
AN: ED398659
TI: Best Ideas from America's Blue Ribbon Schools, Volume 2. What Award-Winning Elementary and Middle School Principals Do.
CS: National Association of Elementary School Principals, Alexandria, VA.
PY: 1995
AV: Corwin Press, Inc., 2455 Teller Road, Thousand Oaks, CA 91320 ($18).
NT: For 1994 edition (Volume 1), see EA 027 992.
PR: EDRS Price MF01/PC07 Plus Postage.
DE: *Change-Strategies; *Educational-Innovation; *Leadership-; *Principals-
DE: Academic-Achievement; Citizenship-Education; Elementary-Education; Junior-High-Schools; Middle-Schools; Parent-Participation; Public-Relations; School-Community-Relationship; Staff-Development; Technological-Advancement; Values-Education
AB: This book presents suggestions, organized by categories of eduational concerns, that many principals have used to prepare students for the 21st century. Principals of the 1993-94 Blue Ribbon Scools--those schools selected by the U.S. Department of Education as outstanding elementary and middle schools--were asked to share a "best idea" that they and their teachers had put into classroom practice. The foreword was written by U.S. Secretary of Education Richard W Riley and the introduction was written by Samuel G. Sava, Executive Director of the National Association of Elementary School Principals. The book provides suggestions and tips on the following topi
CS: preparing children for school, increasing student achievement, fostering citizenship and character, creating safe and disciplined schools, encouraging lifelong learning, involving parents, marketing your school, creating a community of learning, coordinating effective staff development, making the best use of technology, and even more "best ideas." A list of the 1993-94 Blue Ribbon Elementary and Middle Schools is included. (LMI)
AN: ED398563
AU: Diamantes,-Thomas
TI: What Do Principals Think about Their Reading Programs?
PY: 1996
PR: EDRS Price MF01/PC01 Plus Postage.
DE: *Administrator-Attitudes; *Principals-; *Reading-Instruction; *Reading-Programs
DE: Elementary-Education; Elementary-School-Curriculum; Program-Evaluation; Questionnaires-; Reading-Attitudes; Reading-Comprehension
AB: A study examined how knowledgeable school administrators are about reading programs in their schools and if they are "doing what they are supposed to be doing." Subjects were administrators of 20 elementary schools who completed a 10-page questionnaire entitled "Reading Survey for Administrators." Results indicated that all administrators do not share the same definition of reading and/or perception of the importance of reading in the overall curriculum. Most think of it as a combination of reading, writing, and thinking--with teachers and central office personnel establishing goals. Findings revealed that administrators differed in their perception of which aspects of reading are most important. Many felt that comprehension was most important while others chose decoding or phonics. Distrust of basal texts was apparent, since most felt supplemental reading texts were necessary for effective reading programs. Comprehension levels seemed to be the target in assessing the teaching of reading. When evaluating reading programs, the administrators report concentrating on observing the teacher, class activities, materials being used, and finally, the behavior of the students. (CR)
AN: ED396242
AU: Honig,-Bill
TI: Teaching Our Children To Read: The Role of Skills in a Comprehensive Reading Program.
PY: 1996
AV: Corwin Press, Inc., 2455 Teller Road, Thousand Oaks, CA 91320 (cloth: ISBN-0-8039-6404-8, $42.95; paper: ISBN-0-8039-6405-6, $18.95).
PR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
DE: *Phonics-; *Reading-Improvement; *Reading-Instruction; *Reading-Research; *Reading-Skills; *Whole-Language-Approach
DE: Early-Childhood-Education; Intermediate-Grades; Literature-Reviews; Skill-Development; Spelling-; Student-Evaluation
AB: Presenting the viewpoint that teaching reading is not an "either/or" situation of phonics versus whole language, this book offers a comprehensive compilation of research and best practice on the specifics of skill development and how skills should be organized, taught, and integrated into the language arts program. The book helps educators understand the importance of skill development strands in teaching children to read and provides guidance on the instructional and curricular issues that must be addressed if they are to successfully integrate whole language principles with the necessary foundation skills and successfully teach all children to read. Chapters in the book are: (1) The Case for a Balanced Approach; (2) What Skilled Readers Do; (3) Beginning-to-Read Instruction for Preschool and Kindergarten; (4) Beginning-to-Read Instruction for Early First Grade; (5) Reading Instruction for Middle First Grade to Upper Elementary Grades; (6) Spelling, Beginning Writing, and Vocabulary; (7) Comprehension and Assessment; (8) Writing and Speaking; (9) Frequently Asked Questions; and (10) Conclusion and Lessons Learned. Contains 116 references. Appendixes present the 24 major points of the role of skills in a comprehensive elementary reading program, and a reading skills curriculum timeline--preschool through fifth grade. (RS)
AN: ED365967
AU: Graves,-Michael-F.; and-others
TI: Essentials of Classroom Teaching: Elementary Reading Methods.
PY: 1994
AV: Allyn and Bacon, Order Processing, P.O. Box 11071, Des Moines, IA 50336-1071 ($18).
PR: Document Not Available from EDRS.
DE: *Beginning-Reading; *Program-Development; *Reading-Instruction; *Reading-Programs; *Student-Evaluation; *Teaching-Methods
DE: Elementary-Education; Instructional-Effectiveness; Reading-Comprehension; Vocabulary-Development; Word-Recognition
AB: Designed to be informative, helpful, and manageable, as well as selective, this book describes reading instruction which has been found to be the most effective for all students. The book presents information shown by research, classroom experience, and common sense to be the most important for setting up and maintaining an effective reading program. Chapters in the book are: (1) Introduction, Overview, and How to Learn from This Book; (2) Learning to Read; (3) Developing a Classroom Reading Program; (4) Emergent Literacy and the Beginnings of Reading Instruction; (5) Strategies for Recognizing Words; (6) Developing Vocabulary; (7) Fostering Comprehension of Specific Selections; (8) Teaching Comprehension Strategies; (9) Classroom Assessment; and (10) A Day in the Fourth-Grade Classroom. (RS)
AN: EJ561639
AU: Jewett,-Jan; and-others
TI: Four Early Childhood Teachers Reflect on Helping Children with Special Needs Make the Transition to Kindergarten.
PY: 1998
SO: Elementary-School-Journal; v98 n4 p329-38 Mar 1998
NT: Theme issue: "Transitions."
DE: *Kindergarten-; *School-Readiness; *Special-Needs-Students; *Teacher-Attitudes
DE: Interpersonal-Relationship; Journal-Writing; Primary-Education; Student-Adjustment; Student-Needs; Teacher-Role
AB: Used narrative inquiry techniques to analyze journal entries of four experienced preschool and primary teachers describing the process of helping special needs students make the transition to kindergarten. Found that, in contrast to "best practice" recommendations in the literature, teachers emphasized personal issues and interpersonal skills such as collaboration and communication in assisting students and their families with transition. (EV)
AN: EJ547265
AU: Borsa,-John
TI: Steps to Success in Reading.
PY: 1997
SO: American-School-Board-Journal; v184 n6 p36-37 Jun 1997
DE: *Intervention-; *Language-Arts; *Reading-Improvement; *Reading-Instruction; *Reading-Programs
DE: Board-of-Education-Policy; Elementary-Secondary-Education
AB: Identifies the elements of a successful districtwide reading-improvement program: (1) a strong central-office advocate; (2) an emphasis on phonemic awareness; (3) an early intervention program; (4) a concentration on language arts in the primary grades; (5) a basal-language-arts program; (6) a variety of assessment strategies; (7) a strong home-school connection; (8) strong staff development; and (9) board involvement. (LMI)
AN: EJ531402
AU: King,-S.; Young,-P.
TI: Opening the Door on Best Practice: Contrasting Teaching Styles in the Multigrade Classroom.
PY: 1996
SO: Education-in-Rural-Australia; v6 n1 p29-36 1996
DE: *Educational-Strategies; *Group-Dynamics; *Multigraded-Classes; *Preservice-Teacher-Education; *Teacher-Student-Relationship; *Teaching-Styles
DE: Classroom-Techniques; Cognitive-Style; Cooperative-Learning; Cross-Age-Teaching; Elementary-School-Teachers; Foreign-Countries; Group-Instruction; Peer-Teaching; Primary-Education; Rural-Schools; Small-Schools
AB: Examines two case studies of multigrade teachers, and focuses on their diverse teaching styles. Questions what are the critical issues in multigrade teaching, and whether it is possible to identify "best practice" in the multigrade classroom. Suggests necessary skills that should be developed in preservice education as preparation for teaching in multigrade classrooms. (Author/TD)
AN: EJ530604
AU: Kletzien,-Sharon-Benge
TI: Reading Programs in Nationally Recognized Elementary Schools.
PY: 1996
SO: Reading-Research-and-Instruction; v35 n3 p260-74 Spr 1996
DE: *Educational-Quality; *Institutional-Characteristics; *Reading-Instruction; *Reading-Programs; *School-Effectiveness
DE: Computer-Assisted-Instruction; Elementary-Education; Grouping-(Instructional-Purposes); Reading-Research
AB: Analyzes self-reports and site visitor reports of 300 of the nationally recognized "Blue Ribbon" elementary schools representing 1985-86, 1987-88, 1989-90, and 1991-92 recognition years. Finds that more schools were using literature-based instruction, grouping flexibly, using computer-assisted instruction, providing in-class remedial instruction, and using alternative means of assessment in the later recognition years than in the earlier recognition years. (RS)
AN: EJ521170
AU: Marottoli-Heyman,-Andrea
TI: Creativity in the Curriculum: An Inclusive Reading Program.
PY: 1995
SO: Journal-of-Emotional-and-Behavioral-Problems; v4 n3 p33-39 Fall 1995
DE: *Curriculum-Development; *Directed-Reading-Activity; *Reading-; *Reading-Achievement; *Reading-Improvement; *Reading-Programs
DE: Creativity-; Curriculum-; Reading-Assignments; Reading-Attitudes; Reading-Skills
AB: Discusses the steps teachers can use to create an inclusive reading program for students. Specific exercises teachers can use include undertaking an informal assessment of the students, developing reading groups, creating multisensory activities, creating isolated comprehension skills, and forming lesson outlines. Examining the component parts is an effective way for teachers to create a comprehensive and successful reading program. (KW)
AN: EJ517822
AU: Carbo,-Marie
TI: Whole Language vs. Phoni
CS: The Great Debate.
PY: 1996
SO: Principal; v75 n3 p36-38 Jan 1996
DE: *Administrator-Responsibility; *Individualized-Instruction; *Phonics-; *Reading-Programs; *Teaching-Methods; *Whole-Language-Approach
DE: Elementary-Education; Student-Needs
AB: Some children learn to read easily with phonics, and some do better with a whole-language approach. Principals should understand both systems and use the best of both, together with other effective reading programs. Teachers should balance their reading programs by providing structure for analytic students, reading to students, and relying on literature and fun. (MLH)
AN: EJ496201
AU: Schulman,-Jennifer
TI: The Making of a Blue Ribbon School.
PY: 1995
SO: Principal; v74 n3 p34-35 Jan 1995
DE: *Educational-Environment; *Excellence-in-Education; *Leadership-Qualities; *Principals-; *Recognition-(Achievement); *School-Effectiveness
DE: Elementary-Education
AB: A site visitor for the U.S. Department of Education's 1993-94 National School Recognition Program describes several qualities common to exemplary schools. Collaborative leadership heads the list, followed by a wholesome, interactive teaching environment; a developmentally appropriate, thematic, and interdisciplinary curriculum; high expectations for students; and parent and community involvement in decision making. (MLH)
AN: EJ496035
AU: Murphy,-Thomas-A.
TI: Power Teaching a Key to Quality Education.
PY: 1994
SO: Reading-Improvement; v31 n4 p211-13 Win 1994
DE: *Educational-Improvement; *Instructional-Leadership; *Mathematics-Instruction; *Reading-Programs
DE: Elementary-Education; Principals-; Rural-Education
AB: Discusses how a new principal of a small, rural elementary school (with a history of strong discipline and quality education) improved instruction. Discusses how the principal accelerated the reading program and moved the mathematics textbooks down one grade for high-achieving students. Notes primary and secondary effects of these changes. (RS)
AN: EJ477528
AU: Fielding,-Linda-G.; Pearson,-P.-David
TI: Reading Comprehension: What Works.
PY: 1994
SO: Educational-Leadership; v51 n5 p62-68 Feb 1994
DE: *Cooperative-Learning; *Discussion-(Teaching-Technique); *Lifelong-Learning; *Reading-Comprehension; *Reading-Strategies; *Student-Interests
DE: Elementary-Education; Methods-; Time-on-Task
AB: A successful reading instruction program requires ample time for actual text reading; teacher-directed comprehension strategy instruction; opportunities for peer and collaborative learning; and time for discussing what has been read. To develop independent, motivated, lifelong readers, a substantial part of children's reading instructional time must be devoted to self-selected materials within a student's reach. (Contains 44 references.) (MLH)
 Language Arts For Gifted Middle School Students |
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