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Essay / Research Paper Abstract
A 6 page paper reviewing "Our Journey to Reading Success" (2004) and "M2ECCA: A Framework for Inclusion in the Context of Standards-Based Reform" (2005) for their usefulness in providing real and useable information for improving methods and outcomes in reading. The first article chronicles success in an urban elementary school, where results brought the school from last place in New York City to improve 530 percent and place in the top third among the city's elementary schools in only four years. Bibliography lists 3 sources.
Page Count:
6 pages (~225 words per page)
File: CC6_KSeduArtRevRdg.rtf
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Unformatted sample text from the term paper:
a primary focus in todays public education environment. Two articles describe successful elementary school reading and learning programs, one in a poor urban school, the other in an inclusive
special-education environment. Liben, David M. and Meredith Liben (2004, March). Our Journey to Reading Success. Educational Leadership, 61(6), p. 58.
Liben and Liben (2004) describe the journey taken by an urban elementary school to build a reading program that works, one that engages students and produces high-ability readers in an
environment where failure is the norm. They did not set out to create an effective reading program from scratch, but the new schools first achievement tests placed it last
in all of New York City. The program they built over the years most recently resulted in gains of 530 percent to place the school in the citys top
third. In years past, there has been intense and heated debate over the value of whole language instruction versus the more formal and
rules-oriented phonics approach. The end result of both approaches is the same, of course, with only the exception that those trained in the whole language approach may have greater
difficulty accepting and using rules of spelling, one of the problems that Liben and Liben (2004) describe as having occurred at their local urban school.
Proponents of the whole-language approach hold that the key to instilling a love of learning lies in actively avoiding thwarting young childrens natural curiosity and excitement over learning
something new. Thus a four-year-old in a Montessori class may use the moveable alphabet found in every Montessori classroom to form the message, "I wuz vere hape" (which translates
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