The ongoing concern of literacy achievement in the United States
has spawned costly implementation of national and state reading
initiatives at the elementary school level in the past few decades.
However, statistics reveal that over a third of elementary students
continue to read below grade level. This book examines the Ensuring
Literacy For All initiative, a major reading reform effort specific
to Louisiana, in order to identify factors that contribute to
student reading performance. It also discusses the effects of the
perceptions of educational leaders on student achievement and the
components of effective leadership that attribute to the success of
the initiative's implementation. The findings of this
phenomenological study should illuminate effective leadership
practices and beliefs that would transform the way educational
reform initiatives are implemented. Principals, curriculum coaches,
district supervisors, politicians, and anyone involved in the
development of education policies or initiatives would find this
book useful.
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