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Essay / Research Paper Abstract
This 3 page paper outlines a researched-based, literacy initiative to meet the needs of a multicultural, special needs population within an urban or suburban elementary or middle school. This paper includes anticipated costs, a timeline for implementation, and possible funding sources. Bibliography lists 4 sources.
Page Count:
3 pages (~225 words per page)
File: MH11_MHliterapro.doc
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Unformatted sample text from the term paper:
children between the ages of 4-8 in the elementary school setting, including children with language delays and learners who do not have English as their primary language. Rationale
The concept of early intervention and the development of early intervention programming have been at the forefront of educational design since the 1990s. Researchers
have recognized that early intervention strategies have the potential for addressing many different issues, including readiness for learning in kindergarten and intervention services for children with special needs (Bryant &
Graham, 1993). ABC Elementary School provides educational services for 1,100 students in Pre-K through grade six in an urban community in Pittsburgh, PA.
The 220 educators and instructional staff at the school focus on the development and implementation of programming for a varied learner population that includes a large population of ethnic
minorities, including learners with limited English proficiency. Two of the fundamental aspects of the schools curriculum are literacy and mathematics instruction, with a focus on the adequacy of literacy
instruction as an integrated part of mathematics learning. Though the school focuses on Language Arts Literacy Instruction, guided reading and Project Based Learning models, there is a definable need
to address early intervention services and literacy at the Pre-K level in order to improve performance outcomes. Standards In 2009, the National
Association for the Education of Young Children (NAEYC) outlined their position on early intervention programming from birth to age 8, relating the belief in early intervention services and the importance
of integrating these services in preparing young children for compulsory education. While early childhood intervention is not a new concept, the NAEYC has noted that significant changes have
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