期刊名称：International Journal of Child Care and Education Policy
电子版ISSN：2288-6729
出版年度：2011
卷号：5
期号：2
页码：21-31
DOI：10.1007/2288-6729-5-2-21
出版社：Springer Singapore
摘要：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. Key words No Child Left Behind (NCLB) education policies reading education literacy education early childhood education.
