The Influence of the Reading First Grant Program on English Language Arts Classrooms
| dc.contributor.advisor | Giblin, Thomas R. | |
| dc.contributor.advisor | Halquist, Donald | |
| dc.contributor.author | Hoffman, John F. | |
| dc.date.accessioned | 2021-09-07T21:51:56Z | |
| dc.date.available | 2021-09-07T21:51:56Z | |
| dc.date.issued | 2013-12-04 | |
| dc.identifier.uri | http://hdl.handle.net/20.500.12648/5480 | |
| dc.description.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. | |
| dc.subject | Reading First | |
| dc.subject | English Language Arts | |
| dc.subject | Federal Education Policy | |
| dc.subject | No Child Left Behind | |
| dc.title | The Influence of the Reading First Grant Program on English Language Arts Classrooms | |
| dc.type | thesis | |
| refterms.dateFOA | 2021-09-07T21:51:56Z | |
| dc.description.institution | SUNY Brockport | |
| dc.description.department | Education and Human Development | |
| dc.description.degreelevel | Master of Science in Education (MSEd) | |
| dc.source.status | published | |
| dc.description.publicationtitle | Education and Human Development Master's Theses | |
| dc.contributor.organization | The College at Brockport | |
| dc.languate.iso | en_US |
