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Beyond Effective Practices to Schools as Host Environments: Building and Sustaining a School‐wide Intervention Model in Beginning Reading for All Children

Published online by Cambridge University Press:  26 February 2016

Edward J. Kame’enui  and
Deborah C. Simmons
Edward J. Kame’enui*
Affiliation:
College of Education, University of Oregon, U.S.A.
Deborah C. Simmons
Affiliation:
College of Education, University of Oregon, U.S.A.
*
Address for: Edward Kame’enui, College of Education, Eugene, OR, 97403, U.S.A. E-mail: edward_kameenui@ccmail.uoregon.edu
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Abstract

Our knowledge of effective practices for improving the academic achievement of students in the primary and elementary years has increased dramatically in the last decade (Simmons & Kameenui, in press; Stringfield, in press). However, implementing an effective practice in one classroom or in a research context is very different from implementing and sustaining effective practice at the school‐building level. There is a great deal of collective wailing in the field these days about the feeble attempts to translate research into effective practice (Malouf & Schiller, 1995) that improves reading achievement in students who are at serious academic risk.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 23 , Issue 2-3 , 1999 , pp. 101 - 127
Copyright
Copyright © The Australian Association of Special Education 1999

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