The last two decades have witnessed a dramatic upsurge in policy making related to reading instruction. Several high profile policy initiatives place reading instruction squarely at the center of reform policy; moreover, those initiatives employ new policy mechanisms that reach down into the classroom in unprecedented ways. In the time since publication of the third edition of the Handbook of Reading Research, Congress passed No Child Left Behind, spreading high stakes accountability policy to states and districts across the nation. Since reading achievement sits at the core of many state accountability policies, NCLB has dramatically raised the stakes for student performance on standardized tests in reading, placing new pressure on teachers, schools, and districts to improve reading achievement.
|Original language||English (US)|
|Title of host publication||Handbook of Reading Research|
|Editors||Michael L Kamil, P David Pearson, Elizabeth Biss Moje, Peter P Afflerbach|
|Publisher||Taylor & Francis|
|Number of pages||33|
|State||Published - 2010|