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Meeting the Federal Mandates: Research on Effective Reading Instructional Programs and Implications for Classroom Teachers
Tennessee Reading Teacher
  • Sekhar Pindiprolu
  • David Forbush
  • Lori J. Marks, East Tennessee State University
Document Type
Article
Publication Date
1-1-2006
Description

Both the No Child Left Behind (NCLB) mandate (2001) and the Individuals with Disabilities Education Improvement Act (IDEA) (2004), call for use of scientifically validated reading instructional practices, curricula, and accountability for successful learning outcomes. This paper highlights one of the reading programs identified as scientifically validated by independent research groups and discusses its implications for classroom teachers. On the other hand, we do not embrace the idea that other reading programs are ineffective. We believe that there is no one single method or program to teach all children effectively. However, we believe that use of programs that have been demonstrated as effective through research may reduce the number of children who are atrisk of failing to read competently.

Copyright Statement

This document was published with permission by the Literacy Association of Tennessee. It was originally published in Tennessee Reading Teacher.

Citation Information
Sekhar Pindiprolu, David Forbush and Lori J. Marks. "Meeting the Federal Mandates: Research on Effective Reading Instructional Programs and Implications for Classroom Teachers" Tennessee Reading Teacher Vol. 34 Iss. 1 (2006) p. 31 - 34
Available at: http://0-works.bepress.com.library.simmons.edu/lori-marks/59/