English & Literacy Standards

English & Literacy Standards
Research, Articles & Editorials

Model Early Literacy Standards (North Carolina and Texas)
Achieve, Inc. (2001)
Based on criteria developed by independent, nationally recognized education experts and educators, Achieve has identified the Early Literacy standards from North Carolina and Texas as the best examples currently in use. Though these standards are not flawless, they are good examples against which states and communities can compare themselves. View these standards side-by-side using Achieve's standards database.(See Achieve's Criteria for Benchmarking Standards.)

Model English Standards (California and Massachusetts)
Achieve, Inc. (2001)
Based on criteria developed by independent, nationally recognized education experts and educators, Achieve has identified the English standards from California and Massachusetts as the best examples currently in use. Though these standards are not flawless, they are good examples against which states and communities can compare themselves. View these standards side-by-side using Achieve's standards database.(See Achieve's Criteria for Benchmarking Standards.)

Reading for Understanding
Rand Corporation (2001)
This chapter, from a report to the U.S. Department of Education on future research priorities, provides a general overview of what is known about reading comprehension and how it can be taught most effectively. (Requires free download of Adobe Acrobat Reader.)

Reading Framework, National Assessment of the Education Progress (1992-2000)
National Assessment Governing Board ( current)
These frameworks provide a general overview of the National Assessment of Educational Progress (NAEP) and reviews the process by which the NAEP reading assessments were developed, levels of reading proficiency were determined and student assessments were scored. (Requires free download of Adobe Acrobat Reader.)

Writing Framework, National Assessment of the Education Progress (1998)
National Assessment Governing Board (current)
This framework provides an overview of the National Assessment of Educational Progress (NAEP) and describes the process by which the 1998 writing assessment was developed, the types of writing assessed, and the methods for scoring student responses. (Requires free download of Adobe Acrobat Reader.)

Every Child Reading: A Professional Development Guide
Learning First Alliance (2000)
No one is more crucial to the success of a young reader than the teacher. Therefore it is crucial that the teacher is adequately prepared to deliver quality instruction. This guide, an accompaniment to Every Child Reading: An Action Plan, was designed to assist professional development planners in setting goals and designing programs. The sections contain recommendations drawn from research evidence and proven instructional practices.

National Reading Panel Report on Research-Based Approaches to Reading Instruction
National Reading Panel (2000)
This report seeks to help teachers apply research on reading to classroom situations. The report reviews key areas of reading research, and offers conclusions on promoting effective research-based reading instruction.

Teaching Reading IS Rocket Science
American Federation of Teachers (1999)
Current research now suggests that "95% of all children can be taught to read." Then why is it that 20% of children nationwide have significant problems learning to do so? This report examines the current state of teacher preparation programs and their failure to adequately train prospective teachers. It describes the knowledge base that is required for successfully completing this kind of work. Finally, it provides recommended initiatives including letting research drive the profession. (Requires free download of Adobe Acrobat Reader.)

Every Child Reading: An Action Plan
Learning First Alliance (1998)
In this action plan, the alliance (an umbrella group of education organizations) calls on educators and policymakers to adopt practices that are consistent with today’s research. It contains appropriate benchmarks for particular grade levels and ways to foster positive learning environments. Recommendations are also given, such as: providing systematic phonics instruction, and administering regular diagnostic assessments to kindergartners and first-graders.

Preventing Reading Difficulties in Young Children
National Research Council (1998)
Out of today’s increasingly technological world, higher demands for literacy have risen and the consequences for those that fall behind are greater than ever before. This prompted the National Academy of Sciences to establish a special committee to examine the effectiveness of interventions for young children labeled at risk for reading failure. This book reports those findings and offers advice for more effective beginning reading programs. Although the main focus is on children at risk, the recommendations are useful for all children.

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