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Volume 41, Issue 6
November 11, 2003
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November
11 , 2003
Educators gather to tackle literacy issues
Kim
Hosey
Mesa Legend
"reading vital to learning"
MCC hosted a roundtable meeting Oct. 29, where educators discussed the
No Child Left Behind act and literacy initiatives in Arizona.
At the meeting, educators and administrators discussed conquering the
problem of illiteracy. Specific programs and goals were discussed, as
well as the role community partners, such as MCC, can play in the battle
on illiteracy.
Larry Christiansen, MCC president, commended attendees for “tackling
this crucial topic.”
“Illiteracy is a difficult issue. Everyone may do his or her part,
but what we really need is to come together like this and tackle the problem
as a whole,” Christiansen said.
Becky Hill, policy adviser on education, represented the governor’s
office and highlighted literacy initiatives, including the governor’s
campaign promise to distribute books to every first grade child in every
district and charter school in Arizona.
“Literacy is the key to a successful future,” Hill said. “A
book is the best gift you can give a child.”
Marie Manusco represented the Arizona Department of Education, and is
also the director of the Reading First Initiative.
Arizona Reads, according to Manusco, is “a comprehensive, collaborative
effort to ensure that all children will learn to read no later than the
third grade.”
Manusco emphasized the importance of drawing upon national research and
literature, and researching further as well as taking action.
“We have the benefit of millions of dollars of federal funding for
research in reading; we can now expand upon this and take action,”
Manusco said.
Part of Arizona Reads’ action plan involves focus on specific goals
– this is where Reading First comes in.
The purpose of Reading first isto apply scientifically based reading research
to ensure that all children reach this third grade benchmark. To this
end, Reading First supports professional development, scientifically based
instructional programs, screening and diagnostic methods, and state-wide
accountability and leadership programs.
Arizona receives $18.2 million annually for the program. This year, the
funds were awarded to 26 districts, which directly impacted 64 school,
1,400 teachers, and 26,000 students.
“Reading First allows us to get out of the muck of the reading wars
and to concentrate on a strategy,” Manusco said.
Garret Holm, also from the Arizona Department of Education explained the
No Child Left Behind act of 2001, which depends in part on initiatives
such as the Arizona Reads program.
“By the end of the 2013-2014 school year, the act requires that
100 percent of students be proficient in reading and math standards,”
Holm said.
“There is a huge difference between education, passing on knowledge
for future generations; and schooling, the process of education and the
accountability of teachers,” Holm added.
Holm said he believes education is vitally important, but the only thing
which can be regulated is schooling – and that is what the No Child
Left Behind act strives to do.
Holm applauded reading initiatives, in conjunction with standards applied
by the act, for improving reading education.
“The standards give teachers a better idea of what is to be taught
and when,” Holm said.
Susan Taffer, program adviser for MCC’s Literacy Program, spoke
about how MCC cooperates with schools to battle literacy.
Taffer highlighted America Reads, through which 20 tutors, who are MCC
federal work study students, give 1400 hours annually to help local children
learn to read.
“The program is organic; it feeds into itself. For example, the
students will promote reading and books to children, and then they will
hold a book fair to raise more money for the program,” Taffer said.
In addition to tutoring, mentoring and holding book fairs, the tutors
hold days to celebrate reading with students, such as a recent Dr. Seuss-themed
day.
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