9780807733882

This book suggests ways to improve literacy instruction for all children, particularly those who are at risk and often do not succeed in today's classroom. It responds to the growing consensus among researchers and educators: that prevention of learning problems makes more sense than remediation.

A Conversational Preface
Introduction: Literacy Lessons in the Elementary Schools: Yesterday, Today, and Tomorrow	p. 1
Redefining and Reforming Instructional Support Programs for At-Risk Students	p. 19
Flunking: Throwing Good Money After Bad	p. 45
Estimating Cost-Effectiveness and Educational Outcomes: Retention, Remediation, Special Education, and Early Intervention	p. 61
Portfolios in the Classroom: What Happens When Teachers and Students Negotiate Assessment?	p. 78
Literacy Partnerships for Change with "At-Risk" Kindergartners	p. 97
Reducing Retention and Learning Disability Placement Through Reading Recovery: An Educationally Sound, Cost-Effective Choice	p. 116
Eliminating Ability Grouping and Reducing Failure in the Primary Grades	p. 137
First Grade Teachers Provide Early Reading Intervention in the Classroom	p. 159
Scoring Well on Tests or Becoming Genuinely Literate: Rethinking Remediation in a Small Rural School	p. 177
Improving Early Literacy: Vermont Stories of Educational Change from the Bottom Up and the Top Down	p. 197
Change in Urban Schools with High Concentrations of Low-Income Children: Chapter I Schoolwide Projects	p. 214
The Implementation of the Accelerated School Model in an Urban Elementary School	p. 236
Afterword: No Quick Fix: Where Do We Go from Here?	p. 253
Index	p. 265
About the Contributors	p. 273
Table of Contents provided by Blackwell. All Rights Reserved.

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No Quick Fix : Rethinking Literacy Programs in America's Elementary Schools

No Quick Fix : Rethinking Literacy Programs in America's Elementary Schools

0807733881

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