The ABCs of Literacy Instruction: Identifying and Meeting the Needs of Young Readers
May 29, 2014
4:00 PM - 5:30 PM
CCC held a policy briefing to examine literacy instruction in the early grades and the approaches to identifying and helping struggling young readers.
Reading on grade level by Grade 3 is one of the strongest indicators of future academic success. Third grade generally represents the shift from “learning to read” to “reading to learn.” Unfortunately, only about one-third of New York City’s third graders scored at or above proficiency on the 2013 New York State English Language Arts (ELA) test. The percentages are even lower for students with disabilities and English Language Learners (ELLs).
CCC’s Policy Briefing, The ABCs of Literacy Instruction: Identifying and Meeting the Needs of Young Readers, looked at approaches to literacy instruction in the early grades, including:
- The critical role early literacy instruction plays in preparing students for success;
- Models of literacy instruction for students in the elementary grades;
- Evidence-based approaches to identifying students with reading challenges and implementing interventions;
- The particular challenges and opportunities facing students with disabilities and English Language Learners.
The Panelists were:
- Dr. Esther Friedman, Executive Director, Literacy and Academic Intervention Services, New York City Department of Education
- Maggie Moroff, Special Education Policy Coordinator, Advocates for Children of New York
- Eileen Reiter, Principal, P.S 112, Jose Celso Barbosa, (District 4, Manhattan)
Indicators for Successful Reading Acquisition – NYC Department of Education
Early Literacy Program – PS 112