Document Type

Article

Publication Date

2011

DOI

10.1007/2288-6729-5-2-21

Publication Title

International Journal of Child Care and Education Policy

Volume

5

Issue

2

Pages

21-31

Abstract

The Commonwealth of Virginia is used as a representative case to illustrate the implication of federal policy on reading education practices in kindergarten in the United States of America. While Virginia follows the federal No Child Left Behind (NCLB) policy, it allows local school districts to create innovative instructional and assessment practices that can match the needs of each child. Teachers in Virginia experience a wide range of emergent reading skills in kindergarten inclusive classrooms filled with children of diverse backgrounds and abilities. However, highly qualified teachers try to meet the state Standards of Learning through working side-by-side with children. These kindergarten teachers use student-supportive practices to help them successfully progress from emergent to conventional reading, often with the support of parents and reading specialists. Topics addressed are the implication of the NCLB on reading education policy in Virginia, the Virginia Standards of Learning, practices of teaching reading, and assessment of kindergarten students’ reading ability.

Original Publication Citation

Lee, G.-L., Sullivan, J.K., & Gupta, A. (2011). Dynamics of no child left behind policy impacting reading education practices in kindergarten in the United States of America. International Journal of Child Care and Education Policy, 5(2), 21-31. doi: 10.1007/2288-6729-5-2-21

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