This review substantiates the systematic and systemic nature of literacy education. Promoting successful early grade literacy instruction and acquisition requires evidence-based, empirically tested, and scientific approaches as well as efforts of stakeholders at multiple levels, from students, parents, teachers, community members, and leaders in the country.
Coordinating Center for First-Grade Reading Instruction Programs by Guy L. Bond and Robert Dykstra
The final report for the coordinated first-grade studies from the Office of Education is presented. The studies investigated the following — (1) to what extent pupil, teacher, class, school and community characteristics are related to first-grade reading and spelling achievement, (2) which approach to initial reading instruction produces superior reading and spelling achievement at the end of Grade 1, and (3) the effectiveness of any program for pupils with high or low reading readiness skills.
