Achieving Curricular Congruence in Remedial Reading.
The article focuses on the achievement of curricular congruence in remedial reading. The lack of coordination between the core curriculum, or a school's developmental reading program, and the remedial reading program has been consistently noted. The lack is seen in programs where the classroom and r...
| Publicado en: | Education Digest Vol. 52; no. 1; pp. 54 - 58 |
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| Autores principales: | , |
| Formato: | Artículo |
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Prakken Publications
Sep1986
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=19821897&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 19821897 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 0013127X EDD jtl: Education Digest issn: 0013127X maglogo: N pubinfo: dt: Sep1986 vid: 52 iid: 1 pid: 327 pub: Prakken Publications artinfo: ui: 19821897 ppf: 54 ppct: 4 formats: tig: atl: Achieving Curricular Congruence in Remedial Reading. aug: au: Allington, Richard L. Shake, Mary C. affil: Professor and Chair, Department of Reading, State University of New York, Albany. Assistant Professor, Teaching Reading and Language Arts, University of Kentucky, Lexington. su: Remedial reading teaching Curriculum Psychology of reading Literacy programs Developmental reading Federal legislation Teachers Instructional systems United States sug: subj: United States Remedial reading teaching Curriculum Psychology of reading Literacy programs Developmental reading Federal legislation Teachers Instructional systems ab: The article focuses on the achievement of curricular congruence in remedial reading. The lack of coordination between the core curriculum, or a school's developmental reading program, and the remedial reading program has been consistently noted. The lack is seen in programs where the classroom and remedial teachers are both responsible for an underachiever's reading instruction, yet have no clear idea what the person is doing or why. it is seen in schools where no clear and common instructional framework guides both teachers. Remedial programs interfere with the core local program and often use conflicting curricula. In the U.S., the design of remedial instruction under federal regulation was strongly influenced by auditors, who needed to track the expenditure of federal funds to ensure that those funds purchased only supplementary resources and services. Programs were designed that encouraged the purchase of different curricular materials and the use of a different teacher in a different school location, for this made tracking funds relatively easy. pubtype: Periodical doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1986 holdings: @attributes: islocal: N |
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