Sec. 3. Purposes
487 words·~2 min read·
/bill/113/s/758/is/section-3A research copy — for the controlling text, always check the official state or federal source. Not legal advice.
The purposes of this Act are— to improve student academic achievement in reading and writing by providing Federal support to State educational agencies to develop, coordinate, and implement comprehensive literacy plans that ensure high-quality instruction and effective strategies in reading and writing from early education through grade 12; and to assist State educational agencies in achieving the purpose described in paragraph
(1)by— supporting the development and implementation of comprehensive early learning through grade 12 literacy programs in every State that are based on scientifically valid research, to ensure that every child can read and write at grade level or above; providing children with learning opportunities in high-quality, language rich, literature rich, informational text rich, culturally relevant, and developmentally appropriate environments so that the children develop the fundamental knowledge and skills necessary for literacy engagement, development, and achievement in kindergarten through grade 12; educating parents in the ways that parents can support their child’s communication and literacy development; supporting efforts to link and align standards and research-based instruction and teaching practices in early learning programs; supporting high-quality and effective strategies for children to develop oral language, reading, and writing abilities through high-quality research-based instruction and teaching practices; improving academic achievement by establishing adolescent literacy initiatives that provide instruction in oral language, reading, and writing across the curriculum; identifying and supporting children reading and writing significantly below grade level by providing research-based, intensive interventions, including interventions conducted during extended learning time, to help the children acquire the language and literacy skills the children need to stay on track for graduation; providing assistance to local educational agencies so that educators have ongoing, job-embedded professional development, and other support, that focuses on— effective literacy instruction; and the special knowledge and skills necessary to teach and support literacy development effectively across the developmental and age span; supporting State educational agencies and local educational agencies in improving reading, writing, and literacy-based academic achievement for children, especially children who are low-income individuals, are English learners, are migratory, are children with disabilities, are Indian or Alaskan Native, are neglected or delinquent, are homeless, are in the custody of the child welfare system, or have dropped out of school; supporting State educational agencies and local educational agencies in using age appropriate and developmentally and linguistically appropriate instructional materials and strategies that assist teachers as the teachers work with children to develop reading and writing competencies appropriate to the children’s grade and skill levels; strengthening coordination among schools, early literacy programs, family literacy programs, juvenile justice programs, public libraries, and outside-of-school programs that provide children with strategies, curricula, interventions, and assessments designed to advance early and continuing language and literacy development in ways appropriate for each context; supporting professional development for educators based on scientific approaches to adult learning; and evaluating whether the professional development activities and approaches are effective in building knowledge and skills of educators and the educators' use of appropriate and effective practices.