Early identification of literacy deficit and teachers' perception of a literacy intervention

• Online Access: http://hdl.handle.net/2047/D20412881

Literacy is defined as the integrated skills of speaking, writing, listening, and reading and it is considered essential, as it prepares students to become active members of society. Therefore, schools need to help students in their literacy acquisition. This paper focuses on the early identification and the participants' perception of the effectiveness of an integrated non-fiction reading and writing argumentative writing. It uses an action research that took place in a large suburban district and it focuses on addressing the needs of the students of this particular district, which was identified while using Curriculum Research Framework (CRF) as non-fiction reading and writing argumentative writing deficits. The research finds that the intervention was perceived as effective and socially valid and that CRF is an effective method of creating interventions.--Author's abstract