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Relationship Between Reading Pullout Lessons And Reading Examination Results For Students In Springdale, Ar

3374 words - 13 pages

Relationship Between Reading Pullout Lessons and
Reading Examination Results for Students in Springdale, AR
Due to overwhelming focus being placed on the importance of test scores as the institution of the No Child Left Behind Act in January of 2002 (U.S. Department of Education, date), reading in English is fundamental to student success. This has lead to an uprising in pullout reading programs to aid ESL students in bringing up their standardized testing scores.
In this day, schools are asked to teach the most diverse student body in history under increasingly higher academic principles and public scrutiny. Communication skills and reading ability persist to be in the limelight inside the educational reform field (Pipes, 2004). Days where good quality of literacy is not as essential for service or achievement of daily tasks are in the far-away past. Since reading expertise has become an indispensable skill, school responsibility has risen to an all-time high, and consequences threaten schools that do not create the mandated results, public school districts are implementing policies and practices in an endeavour to improve student performance in their overall exams (Langdon, 2006).
Various attempts address students who fall short of required reading levels like employing reading experts; executing interventions beyond the school day; and offering remedial reading services during the school day (Pipes, 2004; C.S. Mott Foundation, 2007). Due to lack of competent reading knowledge, students usually don’t perform up to the mark in their exams. Remedial services during the school day are usually divided into either a push-in or pull-out. Push-in models consist of a dedicated teacher co-teaching with the classroom educator in the common classroom. Pull-out services take away recognized students from the common classroom to work with an extraordinary teacher for a period of time (Shanahan, 2008; Nebraska Department of Education, 2009).
Today‘s high school graduates should have strong literacy skills or are in danger of being underemployed and underutilized in nowadays society (Rodriguez, 2005). As per the National Council of Teachers of English, inferior literacy skills foresee employment difficulties for high school graduates as these students need multifaceted literacy skills to accomplish success in nowadays information-driven financial system (NCTE, 2006).
With the lack of exceedingly literate team of job applicants, employers are compelled to look off-shore for competent and extremely literate workers from other nations. However, our country cannot afford under-literate employees. (NCTE, 2006, p. 4). The No Child Left behind Act of 2001 opened consequences for public schools that academically leave students at the back by setting up Adequate Yearly Progress (AYP) benchmarks. Schools are supposed to fulfil or exceed these standard percentages which incrementally raise each year attaining the 2013-2014 benchmark when 100% of students in US...

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