Reconnecting to the Power of Reading

Autor/in	Perks, Kevin
Titel	Reconnecting to the Power of Reading
Quelle	In: Principal Leadership, 7 (2006) 1, S.16-20 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1529-8957
Schlagwörter	Rural Schools; High Schools; Literacy Education; Educational Change; School Culture; Student Evaluation; Sustained Silent Reading; Content Area Reading; Intervention; Reading Improvement; Reading Achievement; Maine + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; High school; Oberschule; Bildungsreform; Schulkultur; Schulleben; Schulnote; Studentische Bewertung; Stilles Lesen; Sinnerfassendes Lesen; Leseleistung
Abstract	Noble High School, a large school located in rural southern Maine, embraces the concept of smaller learning communities, and its more than 1,100 students are heterogeneously grouped into teams. Although Noble was recently cited as a model of rural education (NASSP, 2004), its students nevertheless struggle to develop important literacy skills. On statewide measures, typically two-thirds of the students fail to meet minimum competencies. In addition, recent surveys indicate that many students at Noble are reluctant or resistant readers. In this article, the author describes the literacy program at Noble. The path of literacy reform began with initiating a comprehensive self-study. Noble contracted with the Center for Resource Management (CRM), which conducted a literacy audit of the entire school. After the literacy audit, Noble hired a full-time literacy coach to build a comprehensive literacy plan and foster a culture of literacy. The literacy program has four areas of focus: (1) literacy assessment; (2) school culture; (3) literacy across the curriculum; and (4) targeted intervention. After just one year of implementation, students made significant gains in reading achievement. This story is a reminder that supporting literacy is not just about improving the reading scores of students; it is also about reconnecting them with the power of reading. (ERIC).
Anmerkungen	National Association of Secondary School Principals. 1904 Association Drive, Reston, VA 20191-1537. Tel: 800-253-7746; Tel: 703-860-0200; Fax: 703-620-6534; Web site: http://www.principals.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10