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By Shelley B. Wepner, Joan T. Feeley
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Extra resources for The Administration and Supervision of Reading Programs (Language and Literacy)
Example text
Greenlee, M. (1986, April). Students need a balanced reading program. Educational Leadership, 76, 442451. Wittrock, M. C. (1983, May). Writing and the teaching of reading. Language Arts, 60(5), 600606. Worthen, B. , & Spandel, V. (February, 1991). Putting the standardized test debate in perspective. Educational Leadership, 48(5), 6569. Ysseldyke, J. , Thurlow, M. , & Graden, J. (1984). Opportunity to learn for regular and special education students during reading instruction. Remedial and Special Education, 5, 2937.
Learning to read in American schools (pp. 193224). Hillsdale, NJ: Lawrence Erlbaum Associates. Bean, R. , Trovato, C. , Hamilton, R. , & Rice, D. (1992, May). Chapter 1 programs in Pennsylvania: A focus of inquiry. University of Pittsburgh, Technical Report. Barr, R. (1992). Teachers, materials and group composition in literacy instruction. In M. J. Dreher & W. H. ), Elementary school literacy: Critical issues (pp. 2750). Norwood, MA: Christopher-Gordon Publishers. , Kamil, M. , & Pearson, P.
Materials that facilitate achievement of school goals are also included in the curriculum. Although a written curriculum exists in most schools, there is also the ''actualized" curriculum that occurs in the classrooms on a day-to-day basis. 1 Essential Elements of an Effective School Reading Program, K-12 tween the written and the actualized curriculum, at times this is not so. For example, although the written curriculum may call for daily experiences with sustained silent reading, a particular teacher may not schedule such an activity because of felt exigencies, such as helping students prepare for an upcoming standardized test.