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The Influence of the Reading First Grant Program on English Language Arts Classrooms
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Readers/Advisors
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2013-12-04
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This thesis reviews research on Reading First (RF), a federal grant program instituted under No Child Left Behind to improve reading instruction in grades K-3 among high-poverty schools. The mandates, implementation, and outcomes of the RF program are analyzed for their impact not the English Language Arts (ELA) curriculum. The author argues that RF successfully implemented a shift in early grades emphasis towards phonics instruction, creating slightly improved phonics outcomes at the cost of growth in other ELA skills.