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National Institute for Literacy (U.S.)

Overview
Works: 264 works in 433 publications in 1 language and 22,692 library holdings
Genres: Handbooks and manuals  Conference papers and proceedings 
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Most widely held works about National Institute for Literacy (U.S.)
 
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Most widely held works by National Institute for Literacy (U.S.)
Shining stars : first graders learn to read : how parents can help their first graders learn to read by Elizabeth Goldman( Book )

11 editions published in 2006 in English and held by 1,046 WorldCat member libraries worldwide

This guide begins with a story about a second to third grade reader named Jason. The story is written from the perspective of Jason's mother, and models ways his mother helps him and his brother expand their basic reading skills now that they have grown beyond early reading. One way is providing a special reading chair where Jason can comfortably curl up and enjoy his favorite books about ancient Egypt. From reading about archeology, Jason has increased his vocabulary to include more complex words such as artifacts, excavation, and observation. Now that Jason is older, he has learned to sound out new words, and look up their meanings alone, and with his older brother's help. Some suggestions are offered in this guide for helping second and third grade readers develop habits of good readers, such as taking children to the library regularly, letting them choose their own books, and helping them read more difficult materials on subjects that they are truly interested in learning about. Another way parents can help second and third graders is to discuss concepts they may be able to read about, but may not necessarily fully understand, such as reading maps. Included is a story about mummies and list of questions parents might ask their second and third graders about the story to stimulate a thoughtful discussion, and prepare their children for fourth grade where students begin to read to learn rather than learn to read. The discussion questions could easily be adapted to any subject a child might wish to read about. A check list is provided which will help parents evaluate their child's reading progress. [This brochure is based on "A Child Becomes A Reader--Birth to Preschool," published by the National Institute for Literacy.]
Put reading first : the research building blocks for teaching children to read : kindergarten through grade 3 by Bonnie B Armbruster( Book )

11 editions published between 2001 and 2008 in English and held by 891 WorldCat member libraries worldwide

The understanding of "what works" in reading is dynamic and fluid, subject to ongoing review and assessment through serious research. While there are no easy answers or quick solutions for optimizing reading achievement, an extensive knowledge base now exists to show people the skills children must learn in order to read well. This guide, designed by teachers for teachers, begins the process of compiling the findings from scientifically based research in reading instruction, a body of knowledge that will continue to grow over time. The guide, designed by teachers for teachers, summarizes what researchers have discovered about how to successfully teach children to read. It describes the findings of the National Reading Panel Report and provides analysis and discussion in five areas of reading instruction: phonemic awareness, phonics, fluency, vocabulary, and text comprehension. Each section of the guide defines the skill; reviews the evidence from research; suggests implications for classroom instruction; describes proven strategies for teaching reading skills; and addresses frequently raised questions. (Nka)
Shining stars : preschoolers get ready to read( Book )

5 editions published in 2006 in English and held by 650 WorldCat member libraries worldwide

Parents are their child's first and most important teacher. This booklet introduces parents to techniques for helping their preschoolers learn to read. Included is a story about how one mother and father encourage their children to read, a sample reading activity, and a checklist for parents of preschoolers. This brochure is based on "A Child Becomes a Reader--Birth to Preschool" [ED481898] published by the National Institute for Literacy. [The Partnership for Reading, a project administered by the National Institute for Literacy, is a collaborative effort of the National Institute for Literacy, the National Institute of Child Health and Human Development, the U.S. Department of Education, and the U.S. Department of Health and Human Services.]
Reading, know what works( Book )

2 editions published in 2001 in English and held by 579 WorldCat member libraries worldwide

The State of literacy in America : estimates at the local, state, and national levels( Book )

3 editions published in 1998 in English and held by 475 WorldCat member libraries worldwide

This document presents synthesized estimates of the rates of level 1 literacy by congressional district in the 50 states and District of Columbia. The estimates are extrapolations of the National Adult Literacy Survey (NALS) that were based on the findings of approximately 26,000 interviews. The document begins with an introduction containing the following: overview of the NALS; examination of what it means to be literate in the 1990s; definition of level 1 literacy (ability to perform many tasks involving simple texts and documents but difficulty using certain reading, writing, and computational skills considered necessary for functioning in everyday life); and discussion of the impact of low literacy. Presented next are answers to 12 frequently asked questions about synthetic estimates of adult literacy proficiency. The remainder of the document consists of bar graphs and maps detailing the rates of level 1 literacy by state, congressional district, county, and municipality. A total of 119 figures/tables/maps are included throughout the document. Appended is a paper, "Synthetic Estimates of Literacy Proficiency for Small Census Areas" (Stephen Reder), that describes the extrapolation techniques, which are said to be relatively accurate for individual localities with at least 10,000 inhabitants. (MN)
What is scientifically based research : a guide for teachers( )

6 editions published in 2005 in English and held by 447 WorldCat member libraries worldwide

Research-based principles for adult basic education reading instruction by John Kruidenier( Book )

3 editions published in 2002 in English and held by 440 WorldCat member libraries worldwide

This is a research report on the findings of the Partnership in Reading project. Its aim was to identify and evaluate existing research in adult literacy reading instruction and provide a summary if scientifically based principles and practices. Topics covered include: * Emerging principles, trends, ideas and comments * Reading assessment profiles * Phonemic awareness and word analysis * Fluency * Vocabulary * Reading comprehension * Computer technology and ABE reading instruction
What content-area teachers should know about adolescent literacy by National institute for literacy (√Čtats-Unis)( )

4 editions published between 2007 and 2010 in English and held by 404 WorldCat member libraries worldwide

This report summarizes some of the current literature on adolescent literacy research and practice. It is not a research synthesis or a literature review; such an effort is well beyond the scope of this document. Rather the report suggests some methods of building adolescent reading and writing skills in the classroom. To the extent possible, recommendations are evidence-based. There is little published literature on the effectiveness of instructional approaches or programs for adolescents, and the results from some new effectiveness research, now in press, were not available during the development of this report. With the limited research base available, research on other groups such as younger readers, dyslexic readers, and adult beginning readers have informed the recommendations made in this document. Extrapolating from this research does not negate the need or import of research investigating the effectiveness of instructional approaches or programs for adolescent, but rather provides useful guidance that can inform what instructors do today. The goal of this report is to help address middle and high school classroom teachers', administrators', and parents' immediate need for basic information about how to build adolescents' reading and writing skills. Table of contents: * Introduction Key literacy components * Decoding (What do good readers do? What challenges do adolescent readers face regarding decoding? How can instruction help adolescent students with decoding? What do we still need to know?) * Morphology (What do good readers do? What challenges do adolescent readers face with morphology? How can instruction help adolescent students with morphology? What do we still need to know?) * Fluency (What do good readers do? What challenges do adolescent readers face with fluency? How can instruction help adolescent students read fluently? What do we still need to know?) * Vocabulary (What skills do good readers have? What challenges do adolescent readers face with vocabulary? How can instruction help adolescent students with vocabulary? What do we still need to know?) * Text Comprehension (What do good readers do? What challenges do adolescent readers face with text comprehension? How can instruction help adolescent students with text comprehension? What do we still need to know?) Supporting literacy development through assessment, writing, and motivational strategies * Reading Assessment (Summative assessments. Formative assessments. Diagnostic assessments. What do we still need to know?) * Writing (What do good writers do? What challenges do adolescent readers face with writing? How can instruction help adolescent students with writing what do we still need to know?) * Motivation (What do motivated readers do? What challenges do adolescent readers face with motivation? How can instruction help adolescent students with motivation? What do we still need to know?) * The Needs of Diverse Learners * Conclusion * References * Additional References * Appendix A - Think Alouds * Appendix B - Graphic and semantic organizers * Appendix C - Explicit comprehension strategy instruction * Appendix D - Reciprocal teaching * Appendix E - Word map * Appendix F - The plan and write strategy * Appendix G - Summarization strategy
Put reading first : helping your child learn to read : a parent guide : preschool through grade 3( Book )

6 editions published in 2001 in English and held by 398 WorldCat member libraries worldwide

A national plan for research and development in adult education and literacy by Information Meeting on Correctional Education and Literacy( Book )

4 editions published in 2001 in English and held by 392 WorldCat member libraries worldwide

Put reading first : the research building blocks of reading instruction : kindergarten through grade 3 by Bonnie B Armbruster( )

2 editions published in 2003 in English and held by 384 WorldCat member libraries worldwide

Disability & literacy : how disability issues are addressed in adult basic education programs : findings of a national focus group by National Institute for Literacy (U.S.)( Book )

3 editions published in 1998 in English and held by 380 WorldCat member libraries worldwide

A national focus group with 25 participants explored the current state of services for persons with disabilities in adult basic education (abe) and how the abe and disability communities could work together to create better service models. It found many states are doing little in this area. Six key findings were as follows: state abe programs are increasingly aware that a large subset of the population they serve have disabilities that can affect how literacy skills are gained; many states and service programs do not feel their programs have the capacity to provide for needs of persons with disabilities (PWDs) and avoid the issue; state agencies do not clearly understand each others' responsibilities and roles in meeting needs of PWDs in their literacy programs; training for state and local administrators and service providers on the laws and instructional interventions related to disabilities is inadequate; meeting needs of persons with learning disabilities is perceived to be more problematic than meeting access needs of persons with physical disabilities; and the current level of disability services in adult literacy programs varies greatly by state. Five steps toward solutions were offered: gain a real picture of what is happening in all states; create ongoing working groups at the state and national levels focused on these issues; develop partnerships to expand resources available for literacy services; work towards developing a means to better identify disabilities; and provide input into state and federal legislation. (Appendixes include a list of participants, federal policy statement, state initiatives, and participant comments.) (Ylb)
Reading, know what works( Book )

6 editions published between 2000 and 2001 in English and held by 377 WorldCat member libraries worldwide

Based directly on the findings from the National Research Council's report "Preventing Reading Difficulties in Young Children," this guide offers a "checklist" that will help teachers and principals recognize at a glance the key characteristics of quality reading programs identified in the research. The guide does not describe any single way to teach a child to read. It is divided into six parts: Understanding Reading Instruction; Reading Readiness; Beginning Readers; Intermediate Readers; Children with Special Needs; and Grade-by-Grade Accomplishments. The first 5 sections are not broken down by grade level. In the early grades, all children learn to read at different speeds and how to deal with different challenges. The "accomplishments" listed in the last section are based on grade levels to give teachers and parents a sense of what they can reasonably expect children to do as they become more skillful readers. (Rs)
Equipped for the Future research report : building the framework, 1993-1997 by Juliet Merrifield( Book )

2 editions published in 2000 in English and held by 364 WorldCat member libraries worldwide

A child becomes a reader : proven ideas from research for parents : kindergarten through grade 3 by Bonnie B Armbruster( Book )

6 editions published in 2006 in English and held by 357 WorldCat member libraries worldwide

A child becomes a reader : kindergarten through grade 3 by Bonnie B Armbruster( Book )

2 editions published in 2003 in English and held by 347 WorldCat member libraries worldwide

Proven ideas from research for parents
What works : integrating basic skills training into welfare-to-work by Garrett Murphy( Book )

3 editions published in 1998 in English and held by 340 WorldCat member libraries worldwide

A study was conducted to determine what was happening in literacy programs as a result of the major welfare reform law passed in 1996, and whether basic skills instruction was part of the solution. A nationwide search for exemplary programs that are using basic skills instruction as a fundamental component of assisting welfare recipients in moving successfully into the work force was conducted, and the 84 programs identified were judged by a panel of specialists in welfare, adult education, and employment and training. The review panel selected eight programs as exemplary. Common characteristics found among the successful programs include the following: (1) focus on employment-related goals; (2) hands-on work experience; (3) collaboration with welfare agencies and other community organizations; (4) early intervention and personal attention in addressing problems; and (5) commitment to continuous staff development. The study concluded that states can integrate and are currently integrating basic skills instruction into their welfare-to-work activities, and that more such programs are likely to be added beginning in 1999, because states will have greater latitude in combining education, training, and work for every welfare recipient counted toward work requirements. (The report contains the following: profiles of the 8 exemplary programs; a glossary of 15 key terms; contact information for the programs; 28 recommended resources, including organizations and publications; and a program nomination form and evaluation forms.) (KC)
English literacy and civics education for adult learners : special policy update by Michelle Tolbert( Book )

2 editions published in 2001 in English and held by 340 WorldCat member libraries worldwide

This report summarizes the federal legislation authorizing the English Literacy and Civics Education (el/ce) initiative, discusses the background of English literacy and civics education in the United States, and describes the adult English language learner population today. In addition, the report also reviews the current status of the el/ce initiative, highlighting promising practices of the el/ce demonstration projects now underway. Section headings include the following: "Overview"; "Federal Legislation"; "English Literacy Instruction and Civics Education in the United States"; "Instructional Approaches Used With the Adult English Language Learner Population"; "Profiles of the English Literacy and Civics Education Demonstration Projects" (which includes subheadings on the purpose of the projects, partnerships, needs assessment, approaches, curriculum, assessment tools, professional development, and products); "English Literacy and Civics Education Demonstration Project Information"; and "Recommended Resources." (Adjunct eric Clearinghouse for esl Literacy Education) (kft)
Review of adult education programs and their effectiveness : a background paper for reauthorization of the Adult Education Act by Mary T Moore( Book )

2 editions published in 1995 in English and held by 326 WorldCat member libraries worldwide

A child becomes a reader : birth through preschool by Bonnie B Armbruster( Book )

2 editions published in 2003 in English and held by 322 WorldCat member libraries worldwide

 
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What content-area teachers should know about adolescent literacy
Alternative Names

controlled identityUnited States. Department of Education

Etats-Unis Department of education National institute for literacy

Etats-Unis National institute for literacy

Institute for Literacy

Institute for Literacy Washington, DC

NIFL

NIFL (National Institute for Literacy (U.S.))

United States. Department of Education. National Institute for Literacy

United States National Institute for Literacy

Languages
English (96)

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