User:Jerseryq/sandbox
- Adding a new section (no. 4) to Literacy in the United States. "Elementary School Literacy" for sector article.
Elementary school literacy
[edit]School curriculum and literacy standards are defined grade-wise, for all students.
Studies show that socioeconomically disadvantaged students, including those with free/reduced lunch score low reading levels.[1] In addition, English language learners (ELL) and children of immigrants are found to have high dropout rates and low scores on standardized tests.[2] Assuming every student has the same capabilities, school districts provide the same materials for every student in the same grade level but, each student is at a different reading level and often times are not able to engage with the text.[3] [4] [5] Without distinguishing curriculum and standards for English language learners and children from low-income families fall behind from their peers.[3][5] Teachers spend a majority of their class time reading and supporting struggling readers but, teachers are not able to do this all the time.[3]
Starting in the 1960s, there were federal responses to address the problems of struggling English language learners and overstretched teachers. Head Start was created in 1964 for children and families living under the poverty line to prepare children under 5 for elementary school and provide their family support for their health, nutrition, and social services. [6] In 1965, President Lyndon B. Johnson passed the Elementary and Secondary Education Act as a federal response to ensure that each child gets equal education regardless of their class or race.[2] In response to English language learners, in 1968 Congress passed the Bilingual Education Act.[2] The act allowed ELL students to learn in their first language and provided resources to assist schools with ELL students.[2] In 1997, President Bill Clinton proposed that tutors work with children reading below their grade level.[5] Tutoring programs include partnerships with university organizations in which college students tutor and develop the literacy skills of elementary school students.[7] In 2003, President George Bush repealed the Bilingual Education Act and replaced it with the No Child Left Behind act.[2] This act mandated that instruction should be English only and that all students should be tested yearly in English. [2]
2. To add as new intro paragraph in the history section of Literacy in the United States
In early U.S. colonial history, teaching children to read was the responsibility of the parents for the purpose of reading the Bible but in the mid 1600s, Massachusetts law of 1642 and Connecticut law of 1650 required that not only children but also servants and apprentices were required to learn how to read.[6] During the industrial revolution, many nursery schools, preschools and kindergartens were established to formally teach children.[6] Throughout the 20th century, there was an increase in federal acts and models to ensure that children were developing their literacy skills and receiving education.[6] Starting in the 2000s, there has been an increase of immigrants in cities, the majority of whose children speak languages other than English and who thus fall behind their peers in reading[5]. Elementary school literacy has been the focus of educational reform since that time.
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- ^ Tivnan, Terrence; Hemphill, Lowry (2005-05). "Comparing Four Literacy Reform Models in High‐Poverty Schools: Patterns of First‐Grade Achievement". The Elementary School Journal. 105 (5): 419–441. doi:10.1086/431885. ISSN 0013-5984.
{{cite journal}}: Check date values in:|date=(help) - ^ a b c d e f Latinos and education : a critical reader. Darder, Antonia., Torres, Rodolfo D., 1949- (2nd ed ed.). New York: Routledge. 2014. ISBN 978-0-415-53709-4. OCLC 851175305.
{{cite book}}:|edition=has extra text (help)CS1 maint: others (link) - ^ a b c Allington, Richard L. (2002-06). "What I've Learned about Effective Reading Instruction". Phi Delta Kappan. 83 (10): 740–747. doi:10.1177/003172170208301007. ISSN 0031-7217.
{{cite journal}}: Check date values in:|date=(help) - ^ Allington, Richard L. (2013-03-27). "What Really Matters When Working With Struggling Readers". The Reading Teacher. 66 (7): 520–530. doi:10.1002/trtr.1154. ISSN 0034-0561.
- ^ a b c d Cassidy, Jack. Ortlieb, Evan. Grote-Garcia, Stephanie. Beyond the Common Core: Examining 20 Years of Literacy Priorities and Their Impact on Struggling Readers. OCLC 1051805986.
{{cite book}}: CS1 maint: multiple names: authors list (link) - ^ a b c d van Kleeck Anne; Schuele C. Melanie (2010-11-01). "Historical Perspectives on Literacy in Early Childhood". American Journal of Speech-Language Pathology. 19 (4): 341–355. doi:10.1044/1058-0360(2010/09-0038).
- ^ Kim, James S.; Quinn, David M. (2013-09). "The Effects of Summer Reading on Low-Income Children's Literacy Achievement From Kindergarten to Grade 8". Review of Educational Research. 83 (3): 386–431. doi:10.3102/0034654313483906. ISSN 0034-6543.
{{cite journal}}: Check date values in:|date=(help)