Elementary Reading Instruction: Effective Practices for Successful Literacy Acquisition
A special issue of Education Sciences (ISSN 2227-7102).
Deadline for manuscript submissions: closed (31 January 2023) | Viewed by 3427
Special Issue Editor
Special Issue Information
Dear Colleagues,
A Special Issue journal for Education Sciences titled “Elementary Reading Instruction: Effective Practices for Successful Literacy Acquisition” is awaiting your submission. Like you, Malala Yousafzai believes education is our most powerful weapon against illiteracy and poverty. What are your perspectives on how we win this war and successfully teach all children to read? What obstacles must we overcome? Your expertise is requested to help to fight this battle against illiteracy and the war on poverty.
In 2018, 18% of all children in the United States were part of a family with income below the poverty line (Annie E. Casey Foundation). In 2019, the National Assessment of Educational Progress (NAEP) results indicated lower percentages of students in fourth and eighth grade performing above NAEP Proficient in reading than 2017, and average reading scores for students in the twelfth grade were even lower than the scores reported in 1992. Raising test scores has been an enduring battle cry since the passage of the No Child Left Behind Act following the release of the National Reading Panel Report. Still, neither better test scores, nor higher literacy levels, nor a reduction in childhood poverty have been accomplished. Illiteracy and poverty present an educational crisis that requires immediate attention, and who better to help to address the concern than experts like you in the fields of education, literacy, and reading.
Research studies indicate that it is possible to teach almost every student to read on grade level before leaving the first grade (Scanlon, Gelzheiser, Vellutino, Schatschneider, and Sweeney, 2010), “so why aren’t we doing it (Allington, 2011)?” With tomes of research on the effective teaching of reading, we should expect an increase in reading proficiency. What are we missing? What are we not addressing? What is most needed? Reading is the foundation required for all learning, and educators understand the importance of all students achieving reading proficiency by third grade. Are teachers fully aware of and implementing the components of research-based instruction? Are schools of education adequately preparing future educators to teach all children to read?
Please accept this invitation to share your wisdom regarding what is needed and what you have discovered that could help to improve our schools, especially literacy acquisition for our youngest learners.
References:
Thomas, P. (2019)
Allington, R. L. (2011) What At-Risk Readers Need. Educational Leadership, 68 (6), p. 40.
Dr. Lisa Hale
Guest Editor
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Keywords
- literacy
- reading
- research
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