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    The Influence of the Reading First Grant Program on English Language Arts Classrooms

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    Author
    Hoffman, John F.
    Keyword
    Reading First
    English Language Arts
    Federal Education Policy
    No Child Left Behind
    Date Published
    2013-12-04
    
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    URI
    http://hdl.handle.net/20.500.12648/5480
    Abstract
    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.
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