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National Reading Association

    association

  • A plant community defined by a characteristic group of dominant plant species
  • the state of being connected together as in memory or imagination; “his association of his father with being beaten was too strong to break”
  • (often in names) A group of people organized for a joint purpose
  • the act of consorting with or joining with others; “you cannot be convicted of criminal guilt by association”
  • a formal organization of people or groups of people; “he joined the Modern Language Association”
  • A connection or cooperative link between people or organizations

    national

  • of or relating to or belonging to a nation or country; “national hero”; “national anthem”; “a national landmark”
  • Owned, controlled, or financially supported by the federal government
  • limited to or in the interests of a particular nation; “national interests”; “isolationism is a strictly national policy”
  • a person who owes allegiance to that nation; “a monarch has a duty to his subjects”
  • Of or relating to a nation; common to or characteristic of a whole nation

    reading

  • Written or printed matter that can be read
  • a particular interpretation or performance; “on that reading it was an insult”; “he was famous for his reading of Mozart”
  • The action or skill of reading written or printed matter silently or aloud
  • the cognitive process of understanding a written linguistic message; “his main reading was detective stories”; “suggestions for further reading”
  • Used to convey the specified quality of such written or printed matter
  • a datum about some physical state that is presented to a user by a meter or similar instrument; “he could not believe the meter reading”; “the barometer gave clear indications of an approaching storm”

national reading association

national reading association – Developing Reading

Developing Reading and Writing in Second-Language Learners: Lessons from the Report of the National Literacy Panel on Language-Minority Children and … Association of Colleges for Teacher Education
Developing Reading and Writing in Second-Language Learners: Lessons from the Report of the National Literacy Panel on Language-Minority Children and ... Association of Colleges for Teacher Education
A Co-Publication of Lawrence Erlbaum Associates, Inc. and The International Reading Association
This book is a shorter version of the full volume Developing Literacy in Second-Language Learners reporting the findings of the National Literacy Panel on Language-Minority Children and Youth. The Panel – a distinguished group of expert researchers in reading, language, bilingualism, research methods, and education – was appointed to identify, assess, and synthesize research on the literacy education of language-minority children and youth. In this book, chapters adapted from the original report concisely summarize what is known from empirical research about the development of literacy in language-minority children and youth, including development, environment, instruction, and assessment.

Read Across America1.112 Big

Read Across America1.112 Big
Students at Church Lane Elementary School in Randallstown, Md., chanted for the Cat in the Hat, who was scheduled to visit the school in celebration of NEA’s Read Across America on Thursday, Feb. 26, 2009. The reading tour was sponsored by the National Edcuation Association

Reg Weaver Reads Dr. Seuss

Reg Weaver Reads Dr. Seuss
NEA President Reg Weaver (right) reads a Dr. Seuss story to kids during NEA’s Read Across America event at the Martin Luther King, Jr. Memorial Library in Washington, D.C. on Monday, June 30, 2008. (NEA RA Today/Scott Iskowitz)

national reading association

Evidence-Based Reading Instruction: Putting the National Reading Panel Report into Practice
Evidence-Based Reading Instruction: Putting The National Reading Panel Report Into Practice
In 2000 the National Reading Panel (NRP) completed the most comprehensive review of existing reading research to be undertaken in U.S. education. The findings were presented in the Report of the National Reading Panel: An Evidence Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction. The panel found that for children to become good readers they must be taught
phonemic awareness skills
phonics skills
reading fluency
vocabulary development
comprehension strategies
The Reading First legislation, part of the No Child Left Behind Act of 2001, labels these topics the “five essential components” of reading instruction, and programs funded by Reading First must include these elements. Each state will receive funds that are proportional to the number and percentage of children living in poverty and then host competitions to determine how the funds will be distributed among the districts and schools.
In order to aid educators in implementing these components in the early grades, the International Reading Association has assembled Evidence-Based Reading Instruction: Putting the National Reading Panel Report Into Practice, a timely and helpful compilation of articles from its journal The Reading Teacher. The first five sections are grouped according to the five essential components. Each section offers a summary and discussion of the NRP findings, and presents several articles from The Reading Teacher that provide concrete descriptions of the recommended practices. The final section includes articles that employ practices from two or more of the essential components, and the appendixes contain the Association’s position statement What Is Evidence-Based Reading Instruction? and a useful list of Association resources cited in the NRP Report.
This compilation will help educators implement practices consistent with scientifically based reading research, but more important, it will help teachers make every child a reader.

 

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