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Title:  Instructional Focus in First Grade
Description: This brief uses data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K) to examine how often per week and how much time per day first-graders were instructed in subjects such as reading, mathematics, and science. The brief also focuses in more detail on studentsí in-class work on reading and language arts. The major findings of the brief are that more than 90 percent of first-graders received daily instruction in reading and mathematics, while the most common length of time spent per day on reading is more than 90 minutes and on mathematics is between 31 and 60 minutes. The most common reading or language arts activities used in first grade classrooms were working on phonics and instruction in capitalization and punctuation.
Online Availability:
Cover Date: March 2006
Web Release: March 9, 2006
Print Release: May 8, 2006
Publication #: NCES 2006056
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General Ordering Information
Center/Program: NCES
Authors: Lawrence Lanahan, Daniel Princiotta, Christine Enyeart, ESSI
Type of Product: Issue Brief
Survey/Program Areas: Early Childhood Longitudinal Study (ECLS)
Keywords:
Questions: For questions about the content of this Issue Brief, please contact:
Lisa Hudson.
 
 
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National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education