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Snow Catherine E., Burns Susan & Griffin Peg (dir.) (1998). Preventing Reading Difficulties in Young Children. Washington D. C. : The National Academies Press. En ligne : <http://www.nap.edu/catalog.php?record_id=6023>. 
Added by: Marie Gaussel (29 Aug 2007 13:58:42 Europe/Paris)   Last edited by: Marie Gaussel (29 Aug 2007 14:01:04 Europe/Paris)
Resource type: Book
BibTeX citation key: Snow1998
Categories: General
Keywords: États-Unis, lecture, pratique pédagogique
Creators: Burns, Griffin, Snow
Publisher: The National Academies Press (Washington D. C.)
Views: 483/2844
Views index: 29%
Popularity index: 7.25%
URLs     http://www.nap.edu ... php?record_id=6023
Abstract     
Reading is essential to success in our society. The ability to read is highly valued and important for social and economic advancement. Of course, most children learn to read fairly well. In this report, we are most concerned with the large numbers of children in America whose educational careers are imperiled because they do not read well enough to ensure understanding and to meet the demands of an increasingly competitive economy. Current difficulties in reading largely originate from rising demands for literacy, not from declining absolute levels of literacy. In a technological society, the demands for higher literacy are ever increasing, creating more grievous consequences for those who fall short.

The importance of this problem led the U.S. Department of Education and the U.S. Department of Health and Human Services to ask the National Academy of Sciences to establish a committee to examine the prevention of reading difficulties. Our committee was charged with conducting a study of the effectiveness of interventions for young children who are at risk of having problems learning to read. The goals of the project were three: (1) to comprehend a rich but diverse research base; (2) to translate the research findings into advice and guidance for parents, educators, publishers, and others
Added by: Marie Gaussel  Last edited by: Marie Gaussel
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