Teaching Literacy
- Submitted by: amajor3
- Views: 833
- Category: Other
- Date Submitted: 08/25/2012 06:42 PM
- Pages: 27
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Closing the reading gap
Amber Major
Capella University
ED5555--Foundational Theories in Reading Instruction
5583 SW 129th Pl Rd
Ocala, FL 34473
(813)957-3090
major447@ufl.edu
Instructor: Donna Hauger
Table of Contents
Component 1 – Support for Diversity of Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Introduction . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
Demographics of student population. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
School or district academic situation and position. . . . . .. . . . . . . . . . . . . . . . . . . 4
FCAT reading: Student performance by ethnicity graph. . . . . . . . . . . . . . . . . . . . 6
Component 2 – Theory and Research Base of Balanced Reading Program . . . . . . . . . . . .9
Introduction . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Analysis table: Application of theory across the . . . . . . . . . . . . . . . . . . . . . . . . . 11
Research base for a balanced reading program. . . . . .. . . . . . . . . . . . . . . . . . . . . 13
Component 3 – Curriculum Mapping . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Elementary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
Middle School. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
High School. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ....