Peer reviewedERIC Number: EJ597275
Record Type: CIJE
Publication Date: 1999
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0938-8982
EISSN: N/A
Available Date: N/A
Interactive, Collaborative Professional Development in Early Literacy Instruction: Supporting the Balancing Act.
Bos, Candace S.; Mather, Nancy; Narr, Rachel Friedman; Babur, Nalan
Learning Disabilities Research and Practice, v14 n4 p227-38 Fall 1999
This study investigated the effectiveness of Project RIME, a project designed to support teachers in integrating more explicit instruction for children at-risk for reading failure into their curricula. Although the 11 teachers became more positive and knowledgeable toward using explicit instruction, their orientation toward implicit and whole-language approaches remained stable. (Author/CR)
Descriptors: Curriculum Design, Curriculum Development, Elementary Education, Emergent Literacy, Faculty, Faculty Development, High Risk Students, Inservice Teacher Education, Knowledge Base for Teaching, Learning Disabilities, Reading Difficulties, Teacher Attitudes, Teacher Collaboration, Whole Language Approach
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A
