ABSTRACT
This conclusion presents the key concepts covered in the preceding chapters of this book. This book provides a discussion on policy initiatives in Ireland, the United Kingdom, and the United States, which have been key drivers of change in schools. The increase in time allocation for literacy and the infusion of high-quality fiction and nonfiction books into the classrooms were important contributors to the increase in achievement and also to childrens motivation and engagement. By bringing coherence, integration, and systematic attention to the essential literacy skills within the class in ways that motivated and engaged children, classroom instruction was optimized and the particular gaps and weaknesses identified nationally and internationally were minimized. Research indicates that children need access to both the constrained and unconstrained skills of literacy and that a balance is required for success.
