The Secondary Literacy Instruction and Intervention Guide · PDF fileThe Secondary Literacy Instruction and Intervention Guide Helping School Districts Transform into Systems that

The Secondary Literacy Instruction and

Intervention Guide

Helping School Districts Transform into Systems that Produce

Life-Changing Results for All Children

By

Leslie McPeak, Literacy Program Manager

Lisa Trygg, Resource Manager

Andrea Minadakis, Graphics Specialist

Patricia Diana, Copyeditor

Rosalyn Evans and Clarksville, TN students

Two Belvedere PlaceSuite 310Mill Valley, CA 94941

415.384.2400www.stupski.org

A heartfelt thanks to all the many staff members at the Stupski Foundation, Strategic Learning Center, University of Kansas Center for Research on Learning and GATES who made this guide possible.

Copyright 2007 Stupski Foundation©

The facts about secondary literacy are startling:

• Approximately two-thirds of eighth- and twelfth- grade students read at less than the “proficient” level as described by NAEP (National Institute for Literacy, 2006).

• Approximately 32 percent of high school graduates are not ready for college-level English composition courses (ACT, 2005).

• Over half of adults scoring at the lowest literacy levels are drop-outs and almost a quarter are high school graduates (NCES, 2005).

• Approximately 40 percent of high school graduates lack the literacy skills employers seek (Achieve, Inc., 2005).

• U.S. drop-outs’ literacy skills are lower than most industrialized nations, performing comparably only to Chile, Poland, Portugal and Slovenia (OECD, 2000).

• A full 70 percent of U.S. middle and high school students require differentiated instruction—that is, instruction targeted to their individual strengths and weaknesses (Alliance for Excellent Education for the Carnegie Corporation of New York).

The Need for Guidance Regarding Secondary Literacy Instruction and

Intervention Resources and Programs

The Secondary Literacy Instruction Intervention Guide speaks to the critical need for a clear, coherent and replicable district-level model incorporating evidence-based and research-validated literacy resources to meet the differentiated needs of struggling adolescents. These tools and guide are designed around the context of the University of Kansas’ Content Literacy Continuum (CLC) model.

The Secondary Literacy Instruction and Intervention Guide

I.II.

III.

IV.

Table of Contents

Purpose of the Secondary LiteracyInstruction and Intervention Guide......................................1

A Secondary Literacy System’s Approach within a Coherent, Aligned and Instructional System (CAIS)..........4

Operationalizing a District-wide Secondary CLC Literacy System’s Approach...............................................14

Appendixes...........................................................................22

Appendix A: Secondary Literacy Instruction and Intervention Guide for Level I - III...........23

Appendix B: Secondary Literacy Intervention Program Guide for Level III - V.................34

Appendix C: Screening and Diagnostic Tests for Secondary Literacy Students..................54

Appendix D: Sample Instructional Schedule................62

Appendix E: Resource Guide - Expert Reviewer Bios................................63

Purpose of the Secondary Literacy Instruction and Intervention GuideI.

Background and Purpose of the Secondary Literacy Instruction and Intervention Guide

Based on our clinical literacy work in major urban districts and in reviewing related research, the Stupski Foundation has identified the equity-based, Content Literacy Continuum (CLC) model, developed by the University of Kansas Center for Research on Learning (CRL) as an effective secondary literacy framework and model. This model offers a comprehensive literacy system to address districts’ need for research-based, robust content literacy application. The nationally recognized solution set is very limited, and the CLC is one of very few nationally-recognized comprehensive secondary literacy models in the country. With over 25 years of research and proven classroom and school-wide results, the work of the CRL is to determine and validate academic system-wide interventions and supports for adolescent readers, writers and learners. The focus is on ways to close the large “achievement gap” and reduce the escalating drop-out rate for struggling adolescent learners while providing powerful delivery and learning strategies for teachers and students in core academic subjects.

The model’s framework is centered on CLC’s five distinct levels that comprise a continuum of literacy instruction and differentiated services. These five levels closely correlate with the Three Tiered Intervention Model commonly used throughout the nation as well as with the nationally recognized Response to Intervention (RTI) tiers.

Content Literacy Continuum (CLC)Three Tier

Model

RTI-Response to Intervention

Level I: Enhanced content instruction - instructional approaches that build proficiency in critical content for all students, regardless of literacy levels, that equip them with competitive, high-end skills that ensure successful post-graduate options

Tier 1 Tier 1

Level II: Embedded strategy instruction – instructional strategies within and across classes for all students using large group instructional methods that allow optimal access to rigorous college-ready curriculum

Tier 1 Tier 1

Level III: Intensive strategy instruction - instructional approaches that build mastery of specific strategies for students needing short-term, strategic instruction on strategies embedded throughout classroom instruction

Tier 2 Tier 2

Level IV: Intensive basic skill instruction - instructional approaches that build mastery of entry level literacy skills for students needing intensive, accelerated literacy intervention Tier 3 Tier 3

Level V: Therapeutic intervention - instructional approaches that build mastery of language underpinnings related to the curriculum content and learning strategies occurring throughout classroom instruction for language-disabled students

Tier 3 Tier 3

1

Scope and Parameters of the Secondary Literacy Instruction and Intervention Guide

All intervention programs included in the Level III - V guide had to meet the following criteria:

Secondary Literacy Interventions in the Context of Response to Intervention (RTI)

• Address two or more of the five main components of reading as identified by the National Reading Panel

• Target students in middle and high school grades (Grades 5-12)

• Have independent, third-party research

• Have research that is scientifically-based (randomized control groups) or meets the criteria for quasi-experimental research

The CLC incorporates these core characteristics by building off powerful instructional delivery within the core academic subjects, while at the same time providing for a continuum of research-validated, increased intensive intervention options through the use of on-going assessment and monitoring.

• Students receive high-quality instruction in their general education setting

• Evidence-based general education instruction

• General education instructors and staff assume an active role in students’ assessment in that curriculum

• Universal screening of academics

• Continuous progress monitoring of student performance

• Progress monitoring data to determine effectiveness of interventions and to make any modifications

• Continuous progress monitoring to pinpoint students’ difficulties

• Research-validated interventions to address the student’s difficulties

• Systematic assessment of the fidelity and integrity with which core instruction and specific interventions are implemented

• Multiple tiers of increasingly intense student-focused interventions

• Varied duration, frequency, and time of interventions

The core characteristics of RTI include:

RTI refers to a comprehensive student-centered assessment and intervention model. RTI models focus on applying a problem-solving framework to identify and address individual student’s difficulties using effective, efficient instruction that leads to improved, accelerated achievement.

2

Within the context of the Content Literacy Continuum, we sought to identify and categorize evidence-based strategies (Level I - III) and research-validated programs (Level III - V).

Instruction provided to students who are significantly behind their classmates in the development of critical reading skills. This instruction will usually be guided by a specific intervention program that focuses on two or more of the key foundational areas of reading development. This type of instruction is usually needed by only a relatively small percentage of students in a class. In some cases, secondary students may be so far below grade-level of reading skills that very little content from the grade level core program is suitable for them. In these cases, students may need to receive instruction guided by a comprehensive intervention program that is specifically designed to meet their specific needs while at the same time accelerating their growth toward grade-level reading ability.

Specifically, the CLC model provides a comprehensive design that reflects the RTI principles and the three tiered model. CLC includes rigorous standards-based instruction, instructional delivery, assessment/data, differentiated instructional supports and interventions with ongoing, embedded professional development and guidance. This comprehensive approach is needed to assure that all students acquire high-end, college-ready skills that are internationally competitive within an aligned instructional system.

Levels of instructional intensity (core, strategic, intensive) reflect increased intensity of instructional intervention:

Instruction that deals with what we provide for all students. Part of the core instruction is usually provided to the class as a whole and part is provided during the small group, differentiated instruction period. Although instruction is differentiated by student need during the small group period, materials and lesson procedures from the core program can frequently be used to provide reteaching, or additional teaching, to students according to their needs.

Instruction that goes beyond the comprehensive core program to provide explicit instruction and/or guided practice in targeted, key areas to meet the needs of struggling readers. This level of instruction is done in a small group either within the classroom through the use of additional instructional time or through a specific reading class or supplemental/extended-day program.

Source: National Research Center on Learning Disabilities: http://www.nrcld.org/research/rti/RTIinfo.pdf

Core Instructionoften referred to as Tier I or standards-based instruction - Level I and II of CLC

often referred to as Tier II or strategic support - Level III of CLC

often referred to as Tier III or tertiary instruction - Level IV and V of CLC

Strategic Instruction

Intensive Intervention

3

II. A System’s Approach for the Use of the Secondary Literacy Instruction and Intervention Guide within a Comprehensive Aligned Instructional System (CAIS)

“Ensuring adequate ongoing literacy development for allstudents in the middle and high school years is a more challenging task than ensuring excellent reading education in the primary grades for two reasons: first, secondary school literacy skills are more complex, more embedded in subject matters and more multiple-determined; second, adolescents are not as universally motivated to read better or as interested in school-based reading as younger children.”

“….enough is already known about adolescent literacy - both the nature of the problems of struggling readers and the type of interventions and approaches to address these needs - in order to act immediately on a broad scale.”

Biancarosa, G., and Snow, C. E. (2004.) Reading Next—A Vision for Action and Research in Middle and High School Literacy: A Report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.

Building off of the five fundamental areas found in elementary reading development (phoneme awareness, decoding, fluency, vocabulary and comprehension), the major areas of reading emphasis in middle and highschool include:

• expanded ‘sight vocabulary’ to unfamiliar words in increasingly challenging text

• expanded vocabulary development to thousands of unfamiliar terms in increasingly challenging text

• increasingly detailed knowledge of text structures and genres

• acquisition of expanded content knowledge in many domains

• increased thinking and reasoning skill development

• increased need to build positive and relevant connections regarding reading as a vital skill for current and future opportunities in learning and adult life (including that of leisure)

While any adequate continuum addressing instruction and curriculum will include both strategic supports and intensive intervention, the grade-level, core instructional program has a critical and fundamental responsibility to scaffold students to ensure maximum access to increasingly complex and challenging text and information.

We know, for instance, that the common characteristics of struggling readers in middle and high school grades include:

• they are almost always less fluent readers - many have some multi-syllabic needs and their sight word vocabularies are thousands of words smaller than the grade-level reader

• they are usually less familiar with the meanings of words

• struggling readers usually have less conceptual and content knowledge

• less skilled readers have fewer and less-developed strategies to enhance comprehension or repair it when it breaks down

• they typically do not enjoy reading or choose to read for pleasure

Additionally, the system must provide instructional supports and a variety of interventions differentiated enough to ‘close the gap’ for strategic and intensive struggling readers. Intensity is manipulated by instructional grouping of identified needs, size of group, explicitness of instruction and material, length of instruction and frequency of assessment, and instructional adjustments based on such data.Such engineering must include:

• explicit and systematic instruction to build vocabulary

• instruction to enhance active use of efficient comprehension strategies

• instruction and orchestrated practice to build reading fluency

• intensive instruction in basic word reading strategies, including phonics

4

A significant amount of current educational research is centered around codifying best practices in urban school districts. Best practices are explained as a coherent system of practices that can be easily observed, described and replicated, and are tied to the characteristics of effective, high-performing school districts.

The Stupski Foundation elaborates on this notion by attempting to explicitly outline the relationship that must exist from district to site to classroom. In order to establish an aligned instructional system, the Foundation believes that there must be a strong degree of alignment between state/district academic standards, district curriculum, agreed-upon instructional strategies and system-wide, differentiated intervention opportunities.

Teachers must possess strong content knowledge as well as pedagogical knowledge that appropriately addresses rigor and cultural relevance. They must also understand the appropriate instructional sequences and forms of differentiated instruction necessary for teaching varied populations.

Districts must provide teachers with access to rich, scientifically-based materials and resources, the results of ongoing standards-based assessments, ongoing intervention support and ongoing standards-based and evidence-based professional development. Districts also need to strategically align resources and human capital in order to support this system.

By developing a CAIS, a ‘comprehensive accountability system’ is put into place that allows for close monitor-ing and support on an ongoing basis, and strengthens the link between the fidelity of implementation and the impact on student achievement.

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rigorous standards

curriculum & materials

assessments & data

professional development

accountability

planning

personnel

use of funds

special programs

specialized instructional programs

instructional strategies

operations

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While the Secondary Literacy Instruction and Intervention Guide does not explore a comprehensive, aligned instructional system (CAIS) in depth, these resources are designed with CAIS principles in mind. This is particularly evident in section III of the Program Guide where system-wide implementation issues are fully illuminated and mapped out over a three-year, sample action plan.

Board

Superintendent

InstructionalSenior

Executiveor

AssociateSuperintendent

/ CAO

Area Superintendent

or Assistant

Superintendentfor Principal Supervision

Director of Literacyand / or

Secondary Education

District Coaches / Specialists

Principals

Site-Based Coaches

Classroom Teachers

Parent / Community Support

Gove

rnm

ent

Agen

cies

External Support Providers

CAIS DrilldownLiteracy Roles & Responsibilities

Many districts function within departments that are isolated from one another. As a result, many educational reform initiatives are piecemeal, approaching the business of improvement from a narrow perspective.

Comprehensive, aligned support from the district and school site provide teachers the needed resources andinfrastructures to allow them to focus on delivering high quality instruction that meets the needs of all students.

6

Program Design• Ensures a rigorous, evidence-based, comprehensive program design and district-wide system of delivery and supports for addressing the differentiated literacy needs of all students within the district.• Provides needed materials and support within an equity-based design that ensures high probability of accelerated growth within a well-defined fidelity model.

Embedded Professional Development and Support• Provides funding for differentiated, initial and on-going professional development for teachers, support staff, coaches and administrators that supports the district’s

literacy program and system of delivery and supports.• Ensures equity-based funding and infrastructure needed to provide adequate, on-going,

collaborative professional learning opportunities for teachers, support staff, coaches and administrators.

• Allocates equity-based funding and support of well-trained/experienced site and district literacy coaches and specialists.

Monitoring and Accountability• Participates in collaborative, on-going program monitoring reviews which should include but not be

limited to classroom observations, site visitations, data and assessment review, and data-decision making action plans based on these reviews.

• Ensures process in place for on-going follow-up in a comprehensive, inclusive process for collecting, analyzing and acting on feedback, data and assessment information, resulting in periodic adjustments and modifications for the purpose of continued improvement.

Program Evaluation• Ensures a comprehensive and valid process for evaluating the effectiveness of the district’s literacy

system. Considers the use of a yearly third-party program evaluation process.

Communication• Supports inclusive, on-going efforts in a variety of formats for communicating the district’s literacy

program and its impact to parents and the broader community.• Assures communication efforts that are customer-friendly and done in a language that parents can

access and understand.

Community Engagement• Provides and participates in numerous and varied opportunities for parents and the broader

community to interact with the educational services offered within the district and at local school sites.

THE ROLE OF THE SCHOOL BOARD

IN A COMPREHENSIVE ALIGNED INSTRUCTIONAL SYSTEM (CAIS)

Board

Superintendent

Instructional

SeniorExecutive orAssociate

Superintendent/ CAO

AreaSuperintendent

orAssistant

Superintendent for Principal Supervision


SecondaryEducation


Principals

Site-Based Coaches

Classroom Teachers


Gove

rnm

ent

Agen

cies


7

Program Design• Ensures a comprehensive, inclusive process for selecting evidence-based, standards-aligned, instructional materials and research-validated interventions that address the differentiated needs of all students.• Provides equity-based support mechanisms and procedures for getting needed materials and assistance to school sites with the intensity and frequency needed to ensure accelerated growth and improvement.

Embedded Professional Development and Support• Commits to initial and on-going differentiated professional development opportunities for teachers, support staff, coaches and administrators.

• Provides and participates in on-going, collaborative professional learning opportunities for teachers, support staff, coaches and administrators.

• Utilizes well-trained and experienced literacy coaches in providing instructional staff with on-going, embedded professional development training and support.

Monitoring and Accountability• Identifies and participates in an on-going process of timely review for the purpose of program

monitoring, support and informed instruction which should include but not be limited to classroom observations, site visitations, data and assessment review, and data-decision making action plans based on these reviews.

• Provides the mechanisms and support to ensure immediate follow-up with the district’s progress monitoring activities, resulting in findings and targeted action plans. Data for action planning must be disaggregated district subgroups, as well as school by school.

Program Evaluation• Assures a comprehensive and valid process for evaluating the effectiveness of the district’s literacy

system. Consider the use of a yearly third-party program evaluation process.• Ensures and participates in a comprehensive, inclusive process of data and assessment collection

and analysis, resulting in on-going adjustments and modifications for the purpose of continuous improvement.

• Establishes incentives for identified ‘best practices’ and finds ways to CELEBRATE.

Communication• Supports and utilizes a timeline for on-going media efforts that communicate the district’s literacy

program and its impact to parents and the broader community. Assures communication efforts that are customer-friendly and done in a language that parents can access and understand.

Community Engagement• Promotes and participates in numerous and varied opportunities for the Board, parents and the

broader community to interact with the educational services offered within the district and at local school sites.

THE ROLE OF THE SUPERINTENDENT


Board

Superintendent

Instructional


Superintendent/ CAO

AreaSuperintendent

orAssistant



SecondaryEducation


Principals

Site-Based Coaches

Classroom Teachers


Gove

rnm

ent

Agen

cies


8

THE ROLE OF THE CAO / ASSOCIATE SUPERINTENDENT


Program Design• Designs a comprehensive, inclusive process for selecting research-validated, standards-based instructional materials and interventions that address the differentiated needs of all students.• Develops a district-wide calendar of instructional time, pacing and aligned curriculum-embedded assessments.• Creates a well-designed, coherent and aligned tiered/ leveled continuum of literacy support that addresses the needs of all students.Embedded Professional Development and Support• Develops and participates in on-going differentiated professional development for teachers, support staff, coaches and administrators that addresses both role function and individual needs.

• Establishes infrastructure and mechanisms for on-going, collaborative professional learning opportunities for teachers, support staff, coaches and administrators.• Supports well-trained and experienced literacy coaches in providing instructional staff with on-going,

embedded professional development training and support.

Monitoring and Accountability• Develops and participates in a process of cyclical review for the purpose of program monitoring and

support which should include - but not be limited to - classroom observations, site visitations, data and assessment reviews and data-decision making action plans based on these reviews.

• Establishes a timeline for on-going board, community and staff reporting of the district’s progress monitoring activities, findings and follow-up action plans both in terms of disaggregated district trends,

as well as school by school.• Oversees the establishment of, and on-going involvement with, comprehensive, inclusive processes for

data and assessment collections, and immediate disaggregated feedback, resulting in analytical review and periodic adjustments and modifications for the purpose of continuous improvement.

• Aligns all department and cabinet meetings with the cyclical review process and timeline for on-going communication and continuous improvement efforts.

Program Evaluation• Develops and participates in a comprehensive and valid process for evaluating the effectiveness of the

district’s literacy system. Consider the use of a yearly third-party program evaluation process.

Communication• Identifies a timeline for on-going efforts in various media to communicate the district’s literacy program

and its impact to parents and the broader community.• Builds in procedures to ensure communication efforts are customer-friendly and are done in a language

that parents can access and understand.

Community Engagement• Develops and participates in numerous and varied opportunities for the Board, parents and the broader

community to interact and participate in the educational services offered within the district and at local school sites.

Board

Superintendent

Instructional


Superintendent/ CAO

AreaSuperintendent

orAssistant



SecondaryEducation


Principals

Site-Based Coaches

Classroom Teachers


Gove

rnm

ent

Agen

cies


9

Program Design• Selects evidence-based, standards-aligned, instructional materials and research-validated interventions that address the differentiated needs of all students.• Guides the inclusive, comprehensive process of selecting research-validated, standards-based instructional materials that address the differentiated needs of all students.

Embedded Professional Development and Support• Provides leadership and participation in the implementation of on-going differentiated professional development for teachers, support staff, coaches and administrators that addresses both role function and individual needs.

• Oversees and participates in the on-going, collaborative professional learning opportunities for teachers, support staff, coaches and administrators in the area of literacy.

• Coordinates the training and consistent use of skillful literacy coaches through on-going, embedded professional development and support.

Monitoring and Accountability• Oversees and participates in a process of cyclical review for the purpose of program monitoring and

support which should include but not be limited to classroom observations, site visitations, data and assessment reviews and data-decision making action plans based on these reviews.

• Develops and shares with the board, community and staff literacy reports and updates regarding the district’s progress monitoring activities, findings and follow-up action plans both in terms of disaggregated district trends, as well as school by school information, utilizing the district’s established timeline.

• Aligns all department and committee meetings with the cyclical review process and timeline for on-going communication and continuous improvement efforts. • Oversees and participates in a comprehensive, inclusive process of data and assessment collection

and analysis, resulting in on-going adjustments and modifications for the purpose of continuous improvement.

Program Evaluation• Oversees a comprehensive and valid process for evaluating the effectiveness of the district’s literacy

system, using third-party program evaluation when feasible.

Communication• Utilizes the district’s timeline for providing information and reports to parents and the broader

community regarding the district’s literacy program and its impact.• Assures communication efforts that are customer-friendly and done in a language that parents can

access and understand. Establishes and monitors efforts to encourage and receive feedback and input from parents and community members.

Community Engagement• Guides and participates in numerous and varied opportunities for the Board, parents and the broader

community to interact and participate in the literacy efforts within the district.

THE ROLE OF THE DIRECTOR OF LITERACY OR

SECONDARY EDUCATION IN A COMPREHENSIVE ALIGNED INSTRUCTIONAL SYSTEM (CAIS)

Board

Superintendent

Instructional


Superintendent/ CAO

AreaSuperintendent

orAssistant



SecondaryEducation


Principals

Site-Based Coaches

Classroom Teachers


Gove

rnm

ent

Agen

cies


10

THE ROLE OF SITE-BASED AND DISTRICT

LITERACY COACHESIN A COMPREHENSIVE ALIGNED INSTRUCTIONAL SYSTEM (CAIS)

Board

Superintendent

Instructional


Superintendent/ CAO

AreaSuperintendent

orAssistant



SecondaryEducation


Principals

Site-Based Coaches

Classroom Teachers


Gove

rnm

ent

Agen

cies


Program Design• Supports and participates (when appropriate) in the selection process of the district’s research-validated, standards- based instructional materials.

Embedded Professional Development and Support• Supports and participates in on-going professional development for teachers, support staff, coaches and administrators. • Provides assistance and follow-up to district and site- based professional development efforts.

• Provides site-based leadership in the district-defined role for site literacy coaches that includes but is not limited to trainings, professional learning community efforts, classroom demonstrations, classroom observation and feedback, side-by-side instructional coaching, and guidance in the use of data-driven instructional planning and delivery decisions.

• Actively participates in all district professional development and support efforts provided for literacy coaches.

Monitoring and Accountability• Participates in a cyclical review process for the purpose of program monitoring.• Aligns coach-based literacy responsibilities with the district’s and site’s cyclical review process and

timeline for on-going communication and continuous improvement efforts.• Provides guidance, as described within the district’s role for site coaches, to the comprehensive

data and assessment collection and analysis, resulting in documented, on-going adjustments and modifications for the purpose of continuous improvement.

Program Evaluation• Supports and provides requested input and participation to the district’s process for evaluating the

effectiveness of the district’s literacy system.

Communication• Participates in site-based efforts to keep staff, students, parents and community informed regarding

district and site-specific literacy efforts and their impact on student achievement.• Provides for periodic feedback and input from instructional staff regarding coaching services.

Community Engagement• Supports and participates in various opportunities for the Board, parents and the broader community

to interact and participate in site-based literacy efforts.

11

Program Design• Supports and provides representatives to the selection process of the district’s research-validated, standards- based instructional materials.

Embedded Professional Development and Support• Ensures active involvement with on-going professional development for teachers, support staff, coaches and administrators.• Provides participatory leadership in the on-going, collaborative professional learning opportunities for teachers, support staff, coaches and administrators in the area of literacy.• Supports and assures the consistent district-wide role of literacy coaches at the school site.

Monitoring and Accountability• Supervises and participates in a cyclical review process for the purpose of program monitoring

that includes - but is not limited to - classroom observations, site visitations, data and assessment reviews and data-decision making action plans based on these reviews.

• Submits site-based information to be used in updating the board, community and staff regarding the district’s progress monitoring activities, findings and follow-up action plans that includes disaggregated information, utilizing the district’s established timeline.

• Aligns all department and committee meetings with the cyclical review process and timeline for on-going communication and continuous improvement efforts.• Provides active leadership to the comprehensive data and assessment collection and analysis,

resulting in documented, on-going adjustments and modifications for the purpose of continuous improvement.

• Develops incentives for identified ‘best practices’ and finds ways to celebrate.

Program Evaluation• Supports and provides requested input and participation to the district’s process for evaluating the effectiveness of the district’s literacy system.

Communication• Utilizes the district’s timeline for providing information and reports to parents and the broader

community regarding site-based literacy efforts and their impact.• Ensures that site-based communications are customer-friendly and done in a language that parents can access and understand.• Establishes and monitors efforts that provide for periodic feedback and input from parents and

community members.

Community Engagement• Oversees and participates in various opportunities for the Board, parents and the broader

community to interact and participate in site-based literacy efforts.

THE ROLE OF THE SITE PRINCIPAL


Board

Superintendent

Instructional


Superintendent/ CAO

AreaSuperintendent

orAssistant



SecondaryEducation


Principals

Site-Based Coaches

Classroom Teachers


Gove

rnm

ent

Agen

cies


12

Program Design• Support the selection process and use of the district’s research-validated, standards-based instructional materials.

Embedded Professional Development and Support• Actively participate in on-going professional development opportunities at both the district and site level.• Embed new knowledge and skills into everyday classroom practice.• Fully utilize the services offered by site-based coaches to inform and improve one’s own instructional planning and delivery.• Actively participate and provide peer leadership in professional learning opportunities and on-going department / data team collaborative efforts.

Monitoring and Accountability• Support the program monitoring cyclical review process, which will include but not be limited to on-going

classroom observations, program fidelity review and walkthroughs.• Actively participate in site and district continuous improvement efforts, using lessons learned from the

data and assessment analysis to embed on-going instructional adjustments and modifications.

Program Evaluation• Provide requested input and participation in the district’s process for evaluating the effectiveness of the

district’s literacy system that will include - but not be limited to - data and assessment collections.

Communication• Participate in site-based efforts to keep staff, students, parents and community informed and updated

regarding site-specific literacy efforts.• Submit periodic feedback and input as requested by district and/or site leadership.

Community Engagement• Support and participate in various opportunities for the Board, parents and the broader community to

interact and participate in site-based literacy efforts.

THE ROLE OF TEACHERS


Board

Superintendent

Instructional


Superintendent/ CAO

AreaSuperintendent

orAssistant



SecondaryEducation


Principals

Site-Based Coaches

Classroom Teachers


Gove

rnm

ent

Agen

cies


13

Instructional programing is most effective when it meets the guidelines of research-validated and when the program matches the given context for which it will be used. In deciding which materials and resources to access, districts/schools must consider the following:

III. Operationalizing the Use of the Secondary Literacy Intervention and Instruction Guide

Maximizing academic performance for all students within a continuum of differentiated support is greatly enhanced by ensuring fidelity of implementation with appropriate levels of support, monitoring and accountability. While simple in concept, pacing and syncopation help to capitalize on the synergy needed to build coherence and momentum, resulting in strategically-focused instruction and accelerated performance gains.

the use of double instructional blocks, extended day opportunities, the practice of interventions in lieu of electives and the alignment of services with supplemental and categorical services (Title One, special education, etc.)

• the use of special education teachers, language arts and content teachers• the role of interested/willing instructional staff• levels of needed teacher training and support to ensure fidelity of implementation• the demands on the teacher in terms of needed knowledge base to ensure effective instructional planning, delivery and ongoing monitoring• adjusting the role of on-going professional development and embedded classroom support and school/district professional learning opportunities

use of screening, placement and diagnostic assessment tools to determine initial student needs and the critical role of progress monitoring to drive individual and group instructional adjustments

matching student needs to the appropriate level of instructional intensity

cost, amount of training required, access to training and support, philosophical and instructional coherence at site and/or district

Feasibility/Match of Implementation

Program/Student Match

Initial & Ongoing Needs Assessment

Adult User Engagement

Instructional Scheduling

14

What follows next is a SAMPLE three-year, district-wide ‘roadmap’ for implementing the secondary Content Literacy Continuum (CLC). While it appears linear in design, it is not. Rather than individual, siloed efforts, this roadmap outlines the actions happening within the role, the required level of expertise, internal and external advisement and guidance to the district all acting simutaniously.

Special thanks is extended to George Perry of Perry and Associates for the co-development of this section of the document.

EXPLORATION PHASEthree months

District Role Site Role Provider Role• Engages all secondary school principals as a leadership

group in determining need-based on student data and making the case for a secondary literacy initiative and CLC

• Determines district’s adolescent literacy initiative and commitment to CLC implementation

• Sets 3-5 year performance targets and short-term process targets

• Identifies preliminary sources of funding to be diverted to secondary literacy

• Selects screening and diagnostic performance measures

• Convenes district and site Secondary Literacy and Instruction Teams

• Provides periodic updates to staff on

exploration phase

• Convenes site Secondary Literacy and

Instruction Teams

• Provides strategic facilitation to coordinate district-level exploration process

• Provides expertise in secondary literacy and CLC

• Provides research and learnings from the experiences of other

districts to inform decisions

• Provides start-up funding to stimulate exploration phase

• Assures critical conditions are met before moving to the implementation phase

GOALS

1. Does the district have a clear and compelling rationale for a district-wide secondary literacy initiative to prepare all students for post-secondary learning (i.e., one that is connected to district data and NCLB)?

2. Does the district leadership (including school board) define and commit to a secondary literacy initiative across core content areas using the CLC model?

3. Are principals, and those who supervise them, prepared for the amount of time, energy and effort necessary to implement an adaptive instructional change model?

4. Is the district willing to commit resources (people, positions, funding) to a multi-year (3-5 years) secondary literacy initiative?

Critical Questions / Issues to be Addressed During

This Phase

Considerations Needed to Adequately Address This Phase

1. Is there adequate understanding and ‘buy in’ from unions and teachers for a focus on secondary literacy?

2. Can the district assure enough funds to adequately ‘phase in’ the CLC model district-wide while maintaining fidelity to the model?

3. What are the expectations for district site-based funding?

4. Are there any district situations/barriers that require resolution before adequate focus is provided to assure successful implementation (e.g., superintendent vacancy, behavioral issues, competing initiatives)?

Common Barriers Associated With This Phase

1. District’s expectations and commitment to implementation are not explicit or conflict with other instructional programs, efforts, and pressures.

2. Connections between the CLC and state accountability systems are not clear, compelling and understood.

3. District leaders are not explicit about using a distributive leadership approach that emphasizes principal and site instructional leadership.

Leveraging District / Site Supports and Resources to Implement the Secondary Content Literacy Continuum

in an Aligned Instructional System

District administrative team studies the preconditions for CLC as the center of an aligned instructional system including: the importance of improving adolescent literacy to increase college readiness, district and state literacy policies and frameworks, how instruction related to improved adolescent literacy will impact secondary schools, the components of the CLC, the cost of a literacy-centered district reform effort, the multi-year timeline required to create critical systems, and the process for assessing the literacy capacity of individual schools to determine how CLC professional development will be individualized, structured, and initiated for targeted groups of administrators and teachers.

The district decides to adopt the CLC as a framework for secondary literacy in all content areas.

Superintendent and school board make a public commitment to a multi-year secondary literacy initiative to raise the achievement of all students, close achievement gaps and build positive relationship among teachers and students.

15

PLANNING PHASEsix months

District Role Site Role Provider Role• Leads a district Secondary Literacy and Instruction

Team

• Recommends to school teams Level 1 and 2 strategies to be implemented district-wide in each year

• Identifies Level 3 interventions and criteria for level 3 support personnel

• Determines district Level 4 and 5 interventions

• Begins selection and training of teachers to conduct Level 3 sessions and Level 4 and 5 interventions

• Determines the data to be collected to monitor progress and establishes baselines

• Develops district-wide 5-year action plan that includes scope of implementation

• Clarifies the district curriculum office’s role in leading the secondary literacy initiative including the review and selection of high-quality materials

• Establishes a system for gathering site-specific, disaggregated data

• Identifies and utilizes additional external providers/ partners for technical assistance

• Approves school- level action plan explaining year one expectations for serving students in each CLC Level

• Uses information from school action plans to plan district professional development (PD)

• Integrates planning and PD for the literacy initiative into existing district structures/meetings

• Develops district communication plan that makes superintendent’s commitment visible to all

• Integrates literacy budget into district’s budget cycle to identify sources of funding to be diverted to

secondary literacy

• Assigns all schools to cohorts to facilitate collegial learning

• Develops criteria for effective PD

• Reviews job descriptions

• Develops and implements teacher recruitment plan

• Site representative attends and participates in district’s Secondary Literacy and Instruction Team

• Administers agreed-upon diagnostic assessments to identified students

• Projects needs for intervention and support classes

• Convenes School Instructional Leadership Team

• Reviews achievement data

• Develops school-wide and department literacy action plans

• Participates in district professional learning and replicates learning opportunities

for administrators and teachers at the site

• Identifies potential Level 3 support teachers

• Uses faculty meetings for two-way conversations about

secondary literacy

• Begins aligning supervision and accountability

• Develops internal communication process

• Assesses school literacy capacity

• Conducts climate audits, readiness surveys and student

surveys

• Conducts parent and community forums

Provides Strategic Facilitators to:

• Coordinate district- and school-level planning

exploration process

• Conduct regular (monthly) sessions which “make space” for district-wide work in

secondary literacy

• Provide TA in developing a CLC action plan for district implementation

• Provide TA/facilitation in developing school leadership teams

• Assist in designing multi-year change strategy

• Assure that critical conditions are met before

moving to the implementation phases

• Provide trainers with experience and expertise in secondary literacy and CLC

• Provide planning funds and assist district in

reallocating district/site implementation funds

• Identify and co-fund a project manager/key staff in order to demonstrate

importance of this initiative

• Network district with other districts for shared learning

GOALS

District administrators collaborate with building administrators and school literacy instructional teams to: create district-wide and school-based structures to support literacy-centered reform efforts and college readiness of all students, work with faculty to endorse a vision of literacy-centered school redesign, ensure that all personnel understand the CLC, understand how learning and change will occur, ensure that the majority of instructional staff are committed to the vision and using the CLC to improve literacy, and obtain a significant teacher-level endorsement.

District and each school develop and reach agreement on a three-to-five year road map and a one year action plan to guide implementation of a secondary literacy initiative that raises the achievement of all students, closes achievement gaps and builds positive relationships among teachers and students.

Each school prepares to execute specific actions and strategies across all five CLC levels.

16


This Phase

Considerations Needed to Adequately Address

This Phase


1. What is the district curriculum office’s capacity to lead the secondary literacy initiative?

2. What is the schools’ capacity to support a comprehensive literacy initiative?

3. Is the ‘phase in’ grade-specific (i.e., begin with 9th grade)?

4. Are there adequate numbers of speech and language specialists for all identified students in need of Level 5 interventions?

1. Is there adequate understanding and ‘buy in’ from unions and teachers for needed changes to schedule, PD, collaborative planning and instructional delivery?

2. Can the district assure enough funds to adequately ‘phase in’ the CLC model district-wide while maintaining fidelity to the model?

3. Does the district fund full- or part-time literacy site-based professional developers? What is their role in contributing to the district literacy plan and school-level implementation?

4. Is the cadre of administrators and teachers engaged in the exploration phase large enough to sustain the work in light of significant (i.e., 30%) turnover?

1. Some high schools choose to participate in name only, thereby undermining the district-wide consistency and reinforcing silos and perceptions that CLC is a project for targeted schools or students.

2. District’s expectations and commitment to implementation are not explicit or conflict with other instructional programs, efforts and pressures.

3. Insufficient attention is given to aligning systems and resources to district-wide initiatives.

4. There is insufficient site/organizational representation in advisory process.

5. Inadequate time is given to the exploration phase to assure deep understanding and sufficient planning for early implementation phase.

6. Design and implementation does not follow a clear, multi-year change strategy.

7. The literacy initiative and CLC framework are viewed as being within the purview of English/Language Arts only and is notembraced by district curriculum leaders and teachers as adding value to increasing student achievement in all content areas.

8. Schools view Level 3 as a stand-alone intervention not connected to the literacy and instructional strategies to be integrated in all classes.

Planning Phase, cont.

17

EARLY IMPLEMENTATION PHASEone year

District Role Site Role Provider Role• Reaffirms a 3-5 year implementation

of CLC as district secondary literacy model

• Provides regular public updates by district leadership on CLC

implementation

• Provides budget support adequate for Implementation

• Continues district Secondary Literacy and Instruction Team to monitor and revise implementation of Level 1-3 strategies, Level 4 and 5 interventions, and effective PD

• Provides 4 days of district-wide PD for Level 1, 2, 3, 4, 5 teachers

• Provides 5 days of on-site PD for Level 1, 2 and 3 teachers

• Provides monthly district-wide PD for site-based professional developers

• Schedules district-wide time for school-based PD and planning

• Provides assessment training

• Designs and executes data collection and accountability system

• Aligns performance management system to secondary literacy

expectations

• Aligns orientation and credentialing programs to meet secondary literacy expectations

• Implements strategic communication plan

• Identifies teachers using Level 1 and 2 strategies

• Assigns struggling students to Level 3 support classes

• Provides Level 4 and 5 interventions to identified students

• Monitors the school and department improvement plans through monthly supervisory meetings and collegial

walkthroughs

• Communicates internally about the progress of the secondary literacy

initiative

• Participates in district-wide PD 4 days in summer and monthly

• Monitors data on student progress

• Uses school-based PD to support continuous progress

• Uses administrative team meetings to problem-solve

• Clarifies responsibilities of teacher leaders

• Conducts administrative walkthroughs weekly to assess progress and identify issues

• Conducts counseling meetings with parents of students receiving level 4 and 5 interventions

• Provides PD for teachers in the use of in-class formative assessment

• Establishes a student advisory group

• Experienced trainers provide PD in CLC Level 1, 2 and 3 to site-based staff 4 days in summer and 5 days during school year for each school

• Experienced trainers provide PD in Levels 4 and 5 interventions

• Strategic facilitators support district-level implementation and assess progress

• Assistance in designing a district-wide data collection and storage and accountability system

• Assistance in designing and using classroom formative assessments

• Provide modeling and tools (i.e., videotapes, notebooks) to introduce and share district experiences in implementing strategies

• Provide enough funding to stimulate early implementation needs

(e.g., district coaching, tools for assessment systems) but not enough

to enable the district to continue conflicting initiatives


GOALS

CLC implementation in all five levels and all content areas is a priority for all schools.

District leaders develop and align infrastructure and system learning supports around an instructional core focused on improved outcomes.

All schools continue refinement and execution of plans that identify actions and strategies across all five levels.

Teachers are using content mastery and embedded strategy instruction with varying degrees of success. (Level 1-2)

Explicit strategy instruction is offered to students. (Level 3)

Intensive skill development and intensive clinical intervention are provided to students diagnosed in need of intensive services. (Level 4-5)

18


This Phase


This Phase


1. Does the district have a way to communicate a clear and consistent roll-out of the district-wide secondary literacy initiative?

2. Are teachers and administrators observing evidence of success in student learning?

3. Are all schools engaged in the literacy initiative?

4. Do the various stakeholders remain firmly committed to implementing the literacy initiative?

5. Are values, beliefs and practices known to be obstacles to the success of all students identified and confronted?

1. Are teachers and administrator leaders identified to lead the secondary initiative? Are they receiving adequate support to develop deep understanding of the strategies and programs?

2. Is a “critical mass” of teachers using the level 1 and 2 strategies so that the strategies can be seen in action in each school and across content?

3. Is there a system of recognition and rewards that stimulates participation and verifies the initiative’s importance?

4. Are existing complementary initiatives integrated into the CLC framework? Have conflicting initiatives been extinguished?

1. Turnover among teachers and administrators trained in strategies is not anticipated. Leadership gaps emerge in schools and across the district.

2. Administrators, teachers and staff (at all levels) are not comfortable asking questions and/or challenging assumptions.

3. Administrators and teachers consider level 1 and 2 strategies as “add-ons” or supplemental activities rather than essential to helping students learn core content.

4. Issues related to deep and meaningful implementation are not identi-fied, addressed or embraced, resulting in superficial and potentially inef-fective instruction.

5. Resistance to the use of level 1 and 2 strategies becomes more vocal as a critical mass of teachers use the strategies and administrators push to include all teachers.

Early Implementation, cont.

19

District Role Site Role Provider Role• Sets targets for increasing percentages of teachers

using Level 1 and 2 strategies each year until 100% is achieved

• Recommends a sequence of Level 1 and 2 strategies for teacher mastery

• Oversees the implementation of Level 3 supports and predicts acceptable ratios of support personnel per school

• Monitors assignment of teachers experienced in strategies and interventions to assure highly qualified

staff are assigned to neediest schools

• Operates a district-wide data collection and accountability system linked to Levels

• Determines assessment of student progress in reading

• Selects on-line training tools for training new administrators and teachers

• Implements performance management system

• Identifies and develops ways to align values, beliefs and practices

• Selects new school administrators based on their knowledge of the CLC

• Assures that all teachers are using some Level 1 and 2

strategies

• Uses the CLC framework to identify, place and support students as part of the way each school “works”

• Uses assessment data to confirm and monitor accuracy of placement in Level 3 supports and Level 4 and 5 interventions

• Determine ways to rotate or replace professional developers

• Plans transition from external service providers by identifying staff who will assume

responsibility for training

• Conducts counseling meetings with parents of students receiving Level 3, 4 and 5 interventions

• Experienced trainers provide PD in CLC Level 1 and 2 strategies to teachers and site-based professional developers – 4 days in summer and 5 days during school year for each school

• Experienced trainers provide PD in Level 3

supports and Level 4 and 5 interventions

• Strategic facilitators support district-level implementation and

assess progress



This Phase


This Phase

Common Barriers

Associated With This

Phase

1. Does the district have the systems and discipline in place to fully implement the initiative?

2. Is there evidence that the district is embracing the beliefs, values and practices necessary to support secondary literacy?

3. Are “young” leaders of the secondary literacy initiative emerging? 4. Are opportunities to reduce cost and expand services identified and considered?

1. Emphasis is placed on a district-wide rather than school-based success. Competition is not fostered. Processes are established to reduce interschool personnel “raids.”

2. Is the placement of students in level 3 supports and level 4 and 5 interventions accurate? What is the process for moving students among intervention levels?

3. Mobility of teachers and administrators is tracked and anticipated.

1. Formal and informal incentives are not aligned with secondary literacy initiative.

2. Lack of stamina and focus to deepen and institutionalize the literacy initiative.

3. Board members and others necessary to continue support and growth of the initiative are not kept informed of progress. Administrators and teachers have a false sense of support for their work.

4. Inconsistency in understanding among teachers and administrators become evident. If not addressed, it undermines fidelity.

FULL IMPLEMENTATION PHASEtwo years

GOALSCLC implementation in all five levels is a priority for all schools in all content areas.

Most teachers are using multiple instructional strategies with varying degrees of success.

Explicit strategy instruction, intensive skill development and intensive clinical intervention are provided to students diagnosed in need of intensive services.

Student achievement is celebrated and gaps or lack of progress are reviewed to redesign implementation.

Using the CLC to guide program and intervention services is part of the district’s and each school’s culture. Most district and site-level structures established in the planning and early implementation phases continue.

Implementation efforts shift from identifying and putting the program pieces in place to changing values, beliefs and practices that lead to evidence of consistent practices within and across schools.

20

SUSTAINABLE SYSTEMSongoing

GOALSCLC implementation is a priority for all schools in all content areas, and all schools are on the path to an aligned instructional system which implements all five levels of the CLC framework.

All students are impacted by two levels of CLC. There are continuous and significant increases in student achievement, progress in eliminating achievement gaps and tangible evidence of positive relationships among teachers and students.

All teachers are using some instructional strategies and most teachers are using multiple instructional strategies with varying degrees of success. Explicit strategy instruction, intensive skill development and intensive clinical intervention are provided to all students diagnosed in need of intensive services.

The CLC framework and core components remain in place in spite of changes in district and site-level leadership.

District and site-level structures necessary to maintain visibility on secondary literacy remain. Other functions are assumed by central office departments and site-level positions.

District Role Site Role Provider Role• Works on succession planning so that CLC framework

and core components remain in place in spite of leadership changes

• Documents and celebrates progress in raising student achievement and closing achievement gaps

• Transfers responsibility for monitoring Level 1, 2 and 3 strategies to schools

• Continues to monitor the implementation of Level 4 and 5 interventions

• Formulates strategies to align values, beliefs and practices to superintendent’s vision

• Identifies and maintains a cadre of site-based professional developers who can be reassigned to schools

• Differentiates classroom assessments of reading comprehension

• Collaborates with teacher preparation institutions to integrate teaching Level 1 and 2 strategies into required courses

• Assures all students are impacted by at least two levels of the CLC

• Supports and monitors teachers in using multiple level 1 and 2 instructional strategies

• Communicates regularly with parents about options and opportunities

• Provides opportunities for district / school trainers to hone their knowledge and skills

• Strategic facilitators periodically visit to support district-level implementation and assess progress



This Phase


This Phase

Common Barriers

Associated With This

Phase

1. Are existing structures being utilized whenever possible to support the literacy initiative?

2. Are the level 4 and 5 interventions meeting the needs of changing student populations?

3. Are we able to identify factors contributing to low performance and achievement gaps accurately? 4. Are we able to capture learnings from secondary literacy implementation and refine and replicate implementation of other content initiatives?

1. Assuring a “deep bench” of qualified leaders to step in as leaders in the first stages move on to other positions.

2. Additional supports and initiatives are integrated into the secondary literacy initiative based on solid knowledge of student performance data.

1. Departure of external providers often signals the “end” of the initiative, or results in the redirection of funds and/or attention onto other initiatives.

2. Succession planning is “easier said than done.” New boards and superintendents wish to “leave their mark,” which can mean diminishing the importance of existing programs.

21

IV. Appendixes

Appendix A: Secondary Literacy Instruction and Intervention Guide for Level I - II

Appendix B: Secondary Literacy Intervention Program Guide for Level III - V

Appendix C: Screening and Diagnostic Tests for Secondary Literacy Students

Appendix D: Sample Instructional Schedule

Appendix E: Resource Guide - Expert Reviewer Bios

22

Secondary Literacy Instruction andIntervention Guide for Level I - III

Appendix A:

Content Literacy Continuum (CLC)Level I: Enhanced content instruction - instructional approaches that build proficiency in critical content for all students, regardless of literacy levels, that equip them with competitive, high-end skills that ensure successful post-graduate optionsLevel II: Embedded strategy instruction – instructional strategies within and across classes for all students using large group instructional methods that allow optimal access to rigorous college-ready curriculumLevel III: Intensive strategy instruction - instructional approaches that build mastery of specific strategies for students needing short-term, strategic instruction on strategies embedded throughout classroom instructionLevel IV: Intensive basic skill instruction - instructional approaches that build mastery of entry-level literacy skills for students needing intensive, accelerated literacy interventionLevel V: Therapeutic intervention - instructional approaches that build mastery of language underpinnings related to the curriculum content and learning strategies occurring throughout classroom instruction for language-disabled students

Although not exhaustive, we have provided explanation and examples for Levels I-III of the Content Literacy Continuum within the attachment entitled THE SECONDARY LITERACY INSTRUCTION AND INTERVENTION GUIDE Level I-III. These levels represent the need for powerful instructional planning and delivery within the core academic subjects.

It should be noted that an additional tool, THE SECONDARY LITERACY INTERVENTION PROGRAM GUIDE Level III-V is also available. This document is a matrix of research-validated interventions programs across a continuum of increased intensity. It is designed to support students who, through the use of on-going assessment and monitoring, are identified as needing additional supports beyond that which is provided in Levels I and II.

23

Based on our clinical literacy work in major urban districts and in reviewing related research, the Stupski Foundation has identified the equity-based, Content Literacy Continuum (CLC) model, developed by the University of Kansas Center for Research on Learning (CRL), as an effective secondary literacy framework and model. This model offers a comprehensive literacy system to address districts’ need for research-based, robust content literacy application. With over 25 years of research and proven classroom and school-wide results, the work of the CRL is to determine and validate academic system-wide interventions and supports for adolescent readers, writers and learners. Their focus is on ways to close the large “achievement gap” and reduce the escalating drop-out rate for struggling adolescent learners by providing powerful delivery and learning strategies for teachers and students in core academic subjects.

The model’s framework is centered on CLC’s five distinct levels that comprises a continuum of literacy instruction and differentiated services:

While any adequate continuum addressing instruction and curriculum will include both strategic supports and intensive intervention, the grade-level, core instructional program has a critical and fundamental responsibility to scaffold students to ensure maximum access to increasingly complex and challenging text and information.

The critical aspect of strategy instruction is that teachers must provide sufficient support to ensure that the needs of all students within the classroom are being effectively met. That means while some strategy instruction is done whole class, it is also offered in differentiated, small group settings. Not only will the strategies vary within and across a continuum of differentiated support, but so will the intensity of their use, along with their frequency and duration.

INTRODUCTION TO THE

CONTENT LITERACY CONTINUUM (CLC)

Content Literacy Continuum (CLC)

Level I: Enhanced content instruction - instructional approaches that build instructional accommodations designed to ensure proficiency in critical content for all students, regardless of literacy levels, equipping them with competitive, high end skills for successful post graduate options

Level II: Embedded strategy instruction – instructional strategies within and across classes for all students using large group and small group instructional methods that allow optimal access to rigorous grade-level curriculum

Level III: Concentrated strategy instruction - instructional approaches that build mastery of specific strategies for students needing short-term, targeted instruction on strategies embedded throughout classroom instruction

Level IV: Intensive basic skill instruction - instructional approaches that build mastery of entry-level literacy skills for students needing intensive, accelerated literacy intervention

Level V: Therapeutic intervention – instructional approaches that build customized instruction in areas of basic skill instruction, as well as mastery of language underpinnings related to the curriculum content and learning strategies occurring throughout classroom instruction for students for which level four has not been sufficient or appropriate

24

This guide and literacy resource tool is built around the framework of the University of Kansas’ Content Literacy Continuum (CLC) model. Researchers from the University of Kansas have been deeply involved in researching learning strategies since the 1970s and have done much to define and educate the nation on the evidence-based benefits of strategy instruction. This work has resulted in one of the few, and certainly the most well-researched, models for teaching students to use learning strategies.

This long-standing model, Strategic Instructional Model (SIMS) has merged into the Content Literacy Continuum (CLC), a five-level continuum that ensures a comprehensive, literacy system with coherent, evidence-based teaching and learning at the core.

Effective instruction at all five CLC levels leverages the principles of universal design within explicit teaching routines to ensure high levels of proficiency for all students. The nationally recognized report from the Carnegie Corporation of New York, READING NEXT, speaks to these universal instructional design principles:

UNIVERSAL INSTRUCTIONAL DESIGN PRINCIPLES

Instruction which involves high levels of student engagement in content-centered learning relationships such as project-based learning, the apprenticeship model, and instructional approaches that include student choice and self-regulating opportunities. Such engagement promotes oral language development and content-area skills by giving the students concrete and relevant problems and issues to discuss and solve.

Instruction that teaches students how to become aware of what and how they understand while they read.

Instruction where the teacher gives an appropriate level of support to students practicing new and challenging skills and then, as appropriate, slowly decreases that support in order to increase self-sufficiency, ownership and mastery.

Instruction that has the teacher explicitly share her/his own use of strategies, practices and thinking so they are apparent to her/his students. This is for the purpose of helping students to become aware of the thinking and questioning that happens behind the act of reading so that they begin to connect with their ‘inner thoughts and voice’ around the strategies and approaches they use to assist them with their own learning.

Instruction that explicitly and systematically addresses the learning that students are expected to acquire with sufficient clarity and guidance to ensure proficiency for most students.

Direct Instruction

Teacher Modeling

Scaffolded Instruction

Metacognition Instruction

Engagement Approaches

25

THE SYNERGISTIC POWER AND COHERENCE OF THE CONTENT LITERACY CONTINUUM

Literacy instruction in the middle and high school grades must include mechanisms for ensuring that all students receive effective and differentiated strategy development for dealing with a wide range of texts and reading challenges. Students’ use of strategies is not automatic and it must move beyond strictly procedural to a fluent repertoire that can be used before, during and after reading for various purposes and situations. Within the reading process, fluidity of making meaning can be greatly enhanced by equipping teachers and students with evidence-based strategies.

Early research shows that, indeed, good learners take very specific and systematic actions that less effective learners typically do not. Strategy instruction supplies students with the same tools and techniques that efficient learners use to access, acquire, understand and apply new knowledge and skills. With explicit instruction, guided assistance with gradual release, and ample opportunities for practice and application, students learn to integrate new information and skills with what they already know in a way that makes sense. Such scaffolding makes it easier and more likely that they utilize them at a later time, across various environments.

It is critical to understand that the power behind an effective strategy is not simply additive. When multiple strategies are used within an aligned and coherent system, the various strategies and instructional efforts interact synergistically. This is particularly true not only within a particular level but across levels as well. For instance, the strategies identified in Level II for whole class and targeted, small group instruction should directly support and build off of what the teacher is doing in Level I. Thus the improvements resulting from the work done at both levels is more than the sum of the effects from each of the levels separately.

There are three strands of strategy instruction that are constantly interacting with one another. They include:

(1) strategies used by the teacher to organize the instructional content, resources and materials to be shared with students.

(2) strategies used by the teacher to deliver the targeted content in powerfully efficient and engaging ways.

(3) strategies taught to students so they in turn are equipped, motivated and empowered to maximize their own learning and performance.

Decisions made relative to strategy instruction are addressed within a continuous-improvement instructional process called the Smarter Planning Process. Using this Process, collaborative groups

of teachers within the same discipline / grade:

THE SMARTER PLANNING PROCESS

Shape critical questions – What it is you want all students to know and understand?

Map critical content - What it is you want all students to know and be able to do?

Analyze difficulties - What are the challenges and complexities that this targeted content represents?

Reach Enhancement Decisions - How best can teachers provide accommodations to the content and what strategies best equip students with the skills needed to access, understand and apply the targeted content?

Teach Strategically - What instructional routines and activities are best offered within large and small group settings to efficiently and effectively teach so that all students master the critical learnings?

Evaluate Mastery - How will student understanding and mastery be measured?

Re-evaluate Critical Questions - How effective was the selection and use of the instructional delivery and learning strategies? How efficient was the use of selected instructional routines and activities? How strong a correlation was there between identified ‘critical content and questions’ and indicators of mastery?

University of Kansas, Center for Research on Learning

26

Teachers face many challenges as they attempt to meet their students’ needs. First the volume of information that teachers are expected to teach is expanding dramatically while the amount of instructional time remains constant. At the same time, expectations for improved student performance is at an all time high.

Additionally, at the secondary level, much of the information needed by students is extremely complex, abstract and often of little interest to students. Meeting the diverse needs of students while fulfilling the demands related to content coverage and student performance poses an enormous challenge for teachers across the nation and one that Level I is designed to address.

Level I strategies are accommodations used by the teacher to effectively and efficiently plan and deliver rigorous, grade-level content to diverse groups of students, regardless of their reading level. It involves making decisions about critical content, manipulating and translating that content into easy-to-understand formats, and presenting it in effective and meaningful ways.

This level deals with teachers:

1) thinking deeply about what students need to know

2) selecting the central concepts that make the details and facts hang together

3) identifying relationships among the concepts

4) selecting and constructing ‘organizers’ or instructional aides to assist students in making sense of information in ways that enhance their ability to learn it, store it and use it

5) presenting the information in ways that actively involve and engage students

OF THE CONTENT LITERACY CONTINUUM

Level I strategies are accommodations by the teacher to enhance the planning and delivery of instruction to students, providing them the essential vocabulary, critical background knowledge, the “big ideas” and critical concepts, key questions and literacy skills needed to maximize the probability that all students will learn the key content required in the core curriculum. In addition to facilitating focus on important aspects of the learning, Level I strategies often deal with establishing a purpose for the reading or activity and often access and build off prior knowledge.

Helping Students See the “Big Picture”

Understanding Difficult Concepts

Remembering & Recalling Important Information

• Course Map• Unit Organizer

• Compare and Contrast• Concept Diagram

• Interactive Study Guides• FRAME Routine

Common Level I strategies:

LEVEL

I

27

This course:COURSE MAP

Student:

includes

LEARNING RITUALS PERFORMANCE OPTIONS

LabsProjects

Tests / Quizzes

Course OrganizerUnit Organizer

Concept ComparisonLabs

CRQsNotes

“After School” Help

Problem SolvingEnergy useEvolution

Macromolecules

PopulationsCells/Organelles

ClassifyingGenetics

Ecosystems

InterdependenceStructureFunctionCycles

CRITICAL CONCEPTS

ScientificMethod

Cell Structure& Function

The Cell Cycle &Specialization

Genetics

Evolution

Taxonomy

Ecology

Chemistryof Life

DNA

Learned in theseUNITS

COMMUNITY PRINCIPLES

TeamworkRespect

Responsibility

The Course Organizer

THIS COURSE:

COURSE QUESTIONS:

COURSE STANDARDS:

CONTENT:

PROCESS:

COURSE PROGRESS GRAPH

is about

Teacher(s):

Time:

Student:

Course Dates:

What? How? Value?

University of Kansas Center for Research on Learning 7/99 CR Overhead #1

So What? (What’s so important to understand about this?)

To really create social change, many people have to be organized, outspoken and persistent!

Monopolies

Unsafe and unfair working conditions

Limited voting rights

Bully pulpits forced new laws

Activists organized protests

Demonstrators created public

pressure

Anti-trust Act

Commerce and Labor Departments

Voting rights expanded

a period of social change in the U.S.

Key TopicProgressive Era is about...

The FRAME Routine

Unsafe food

Essential details

Muckrakers wrote about problems

Essential details

Meat Inspection Act

Essential details

Social ChangesMain Idea

Tools for Social Change

Main Idea

Social ProblemsMain Idea

EXAMPLES OF LEVEL I STRATEGIES

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a form of governmentDemocracy

A democracy is a form of government in which leaders are accountable to the people through elections, citizens have equal voting rights, individuals can oppose the government, all views are...

United States

England in 1993

Athens (500 B.C.)

Examples:

China in 1993

England under Henry VIII

Macedonia (under Alexander)

Nonexamples:

Russia1993

CONCEPT DIAGRAM

leaders accountable by elections direct representation rule by king

rule by dictator

censorship of press

hereditarty transfer of power

citizens have equal voting rights

individuals can oppose government

all views are tolerated

statement of civil & political rights

indirect representation

centralized power

decentralized power

separation of power

unified power

Always Present Sometimes Present Never Present

direct

indirect

rule by dictator

views tolerated

leaders accountable

CONVEY CONCEPT

OFFER OVERALL CONCEPT

NOTE KEY WORDS

CLASSIFY CHARACTERISTICS

PRACTICE WITH NEW EXAMPLE

TIE DOWN A DEFINITION

What was sectionalism as it existed in the U.S. of 1860?

How did the differences in the sections of the U.S. in 1860 contribute to the start of the Civil War?

What examples of sectionalism exist in the world today?

descriptive

compare / contrast

cause / effect

UN

IT S

ELF

-TE

ST

QU

ES

TIO

NS

UN

IT R

ELATIO

NS

HIP

S

UNIT MAPUNIT SCHEDULE

The Causes of the Civil War

CURRENT UNITLAST UNIT NEXT UNIT

The roots and consequences of civil unrest

The Civil WarGrowth of the Nation

Sectionalism

pp. 201-236

Areas of the U.S.

Differences bwtween the areas

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Name: ___________

Date: ____________– BIGGER PICTURE –4

2 1 3

58

7

6

As with all the strategies within Level I, their use meets both group and individual needs while maintaining the integrity of the content. That is, through application of sound instructional principles, all students’ learning is enriched without sacrificing large amounts of content. Instead, critical features of the content are selected and transformed in a manner that promotes student learning and instruction is carried out in a partnership with students. Inherent in Level I is the teacher’s intentional action to organize and be transparent about the expected critical learnings.

EXAMPLES OF LEVEL I STRATEGIEScontinued...

29

Level II strategies are a small set of powerful district-, site- or department identified learning strategies for students that match the specific demands needed to learn the critical content in their core curriculum courses. Teachers explicitly teach these strategies and students then are provided ample practice and application opportunities in content-rich settings.

• DISSECT - Word Identification Strategy• Visual Imagery• Reciprocal Instruction• QAR-Question / Answer Relationship• The Clarifiying Routine• CSR-Collaborative Strategic Reading• Skim and Scan

ACQUISITION STORAGE

• Use of mnemonics• LINCS Vocabulary• Note-taking• Graphic Mapping

EXPRESSION OF COMPETENCE

• Reading Response Journals• Test Taking Strategies• Paraphrasing / Summarizing

Each step begins with a verb that activates the learner’s response.

Anatomy of Visual Imagery Strategy

The first letters spell the mnemonic word “scene,” the meaning of which is related to making an image.

The strategy steps are task-specific (reading) not situation- or content- specific.

The student can use the steps to instruct self through the process.

Only a few steps are used.

This step cues the reader to check his work (a monitoring strategy).

This step cues the reader to transform the image into her own words (a paraphrasing strategy).

This step cues the reader to create details within the image based on picture words and current knowledge (an elaborative imagery strategy).

The wording of steps is simple and brief.

This step cues the reader to cognitively create or change the back drop for the image based on clues gained from picture words and current knowledge (a self-questioning strategy and an elaborative imagery strategy).

This step cues the reader to begin the reading process and look for picture words (a discrimination strategy).

University of Kansas Center for Research on Learning 2002 Visual Imagery Overhead #14

Search for picture words

Create or change the scene

Enter lots of details

Name the parts

Evaluate it

Common Level II strategies:


LEVEL

II

EXAMPLES OF LEVEL II STRATEGIES

30

Distribute copies of selected story or passage to

students and read the first part aloud to the students.

Pause and ask students the following questions that

illustrate the Reciprocal Teaching strategies:

1.

2.

Clarifying:What does _________ mean?What is a __________ ?

Visualizing:What image comes to your mind as you hear this passage being read? (Note: You may want to have the students read and highlight the first time, and then close their eyes and try to visualize as you read them the second time.)Ask the students to tell which words or phrases helped them “see” the passage.

Questioning:Who or what is this lesson about?What do we know about ____________ ?What are the clues that tell us _______ ?

Summarizing: What is the main idea of this passage?What is it mostly about?What information in this passage tells you that?

Predicting:What do you think the next part will be about?

Reciprocal Instruction

Read the next part of the story or passage aloud.

Pause and repeat the above procedure. Continue

until the students understand the Reciprocal Teaching

process.

3.

After reading several passages, move the process of

Reciprocal Teaching from teacher-directed to student-

directed.

Choose five students to be the Teacher / Leaders

for the next level of Reciprocal Teaching. Divide the

remaining story or passage into five logical parts. Give

each Teacher / Leader a script and let each read over

his / her part of the lesson before beginning to “teach”

the class.

Pass out the Student Task Cards to the others in the

class. Number each task card to correspond to the

teacher-leader numbers.

Remind the students that they may consult their

bookmarks at any time for the Reciprocal Teaching

strategies or question stems.

Read the title of the passage to the students. Ask the

student with Predicting Card #1 to predict what the

passage will be about.

Call on Teacher / Leader #1 to begin the lesson

following Student Script for Teacher / Leader #1. Each

Teacher / Leader will read his / her part of the text and

the students with the corresponding cards will respond

to the question.

4.

5.

6.

7.

8.

9.

EXAMPLES OF LEVEL II STRATEGIEScontinued...

Designate the term

Explore the clarifiers

Figure out the core idea

Identify knowledge connections

Note its usage or concept

Explain what it’s not

Set up an example sentence

Discover the context

Isolate the beginning

Separate the ending

Say the stem

Examine the stem

Check with someone

Try the dictionary

The Clarifying Routine focuses on helping students identify, explore, and organize information that supports the comprehension of factual information.

Clarifying Routine- DEFINES The Word Identification Strategy- DISSECT

31

EXAMPLES OF LEVEL II STRATEGIEScontinued...

Collaborative Strategic Reading Learning Log

Name: _______________________________ Date: _______________________________

Brainstorm: What do you already know about this topic? Predict: What do you think you will learn by reading this passage?

Clunks: Please list your Clunks.

The Gist (main idea): Write the Gist of the section you read.

Make questions: Make questions about the main ideas. Review: Write something important you’ve learned.

SQ3R is a five-step study plan to help students construct meaning while reading. It uses the elements of questioning, predicting, setting a purpose for reading, and monitoring for confusion. SQ3R includes the following steps:

SQ3R- Survey, Question, Read, Recite and Review

1. Survey

• Think about the title: “What do I know?” “What do I want to know?”

• Glance over headings and first sentences in paragraphs.

• Look at illustrations and graphic aids.

• Read the first paragraph.

• Read the last paragraph or summary.

2. Question

• Turn the title into a question.

• Write down any questions that some to mind during the survey.

• Turn headings into questions.

• Turn subheadings, illustrations, and graphic aids into questions.

• Write down unfamiliar vocabulary words and determine their meaning.

3. Read Actively

• Read to search for answers to questions.

• Respond to questions and use context clues for unfamiliar words.

• React to unclear passages, confusing terms, and questionable statements by generating additional questions.

4. Recite

• Look away from the answers and the book to recall what was read.

• Recite answers to questions aloud or in writing.

• Reread text for unanswered questions.

5. Review

• Answer the major purpose question.

• Look over answers and all parts of the chapter to organize information.

• Summarize the information learned by drawing flow charts, writing a summary, participating in a group discussion, or by studying for a test.

32


LEVEL

III


LEVELS

IIITHROUGH

V

While the introduction of research-validated intervention programs are introduced beginning at Level III, strategic instruction still remains prominent at this level. Reading courses, strategic tutoring and extended-day opportunities provide additional explicit instruction, practice and feedback in targeted learning strategies for those students for whom in-class strategy instruction has not yielded the impact desired. In addition, guidance and resources provided to the teacher are usually more explicit and directed at Level III and may actually contain some scripted support as well.

We have sought to identify and categorize research-validated programs at levels III-V and place them within a matrix for easy reference (please refer to the tool entitled: Secondary Literacy Intervention Program Matrix Level III-V). While there are numerous literacy intervention lists available for viewing, few are as comprehensive or rigorous as this one. In addition to providing direct links for additional research and publisher information, we have provided you information regarding cost, implementation considerations, professional development needs and much more. Most importantly, while not exhaustive, we have made every attempt to include as many research-validated intervention programs as possible. In order to qualify for the intervention program matrix, the program must have external, third-party research and the research must be scientifically-validated (randomized control groups) or have met the criteria for a quasi-experimental. Programs that contain only internal research, pre/post measures and/or are research design narrative case studies were not considered.

33

Secondary Literacy Intervention Program Guide for Level III - V

Appendix B:

Based on our clinical literacy work in major urban districts and in reviewing related research, the Stupski Foundation has identified the equity-based, Content Literacy Continuum (CLC) model, developed by the University of Kansas Center for Research on Learning (CRL) as an effective secondary literacy framework and model. This model offers a comprehensive literacy system to address districts’ need for research-based, robust content literacy application. With over 25 years of research and proven classroom and school-wide results, the work of the CRL is to determine and validate academic system-wide interventions and supports for adolescent readers, writers and learners. Their focus is on ways to close the large “achievement gap” and reduce the escalating drop-out rate for struggling adolescent learners by providing powerful delivery and learning strategies for teachers and students in core academic subjects.

The model’s framework is centered on CLC’s five distinct levels that comprise a continuum of literacy instruction and differentiated services:

Content Literacy Continuum (CLC)Level I: Enhanced content instruction - proficiency in critical content for all students, regardless of literacy levels, that equip them with competitive, high-end skills that ensure successful post-graduate optionsLevel II: Embedded strategy instruction – instructional strategies within and across classes for all students using large group instructional methods that allow optimal access to rigorous college-ready curriculumLevel III: Intensive strategy instruction - mastery of specific strategies for students needing short-term, strategic instruction on strategies embedded throughout classroom instructionLevel IV: Intensive basic skill instruction - mastery of entry-level literacy skills for students needing intensive, accelerated literacy interventionLevel V: Therapeutic intervention - mastery of language underpinnings related to the curriculum content and learning strategies occurring throughout classroom instruction for language-disabled students

The CLC model builds off powerful instructional planning and delivery within the core academic subjects (Level I and II) while at the same time providing for a continuum of research-validated, increased intensive intervention options through the use of on-going assessment and monitoring.

Within the context of the Content Literacy Continuum, we have sought to identify and categorize research-validated intervention programs appropriate for Levels III, IV and V. Although not exhaustive, the attached Appendix B – THE SECONDARY LITERACY INTERVENTION PROGRAM GUIDE Levels III-V is our attempt at comprehensively identifying language arts intervention programs that meet the following criteria:

• address two or more of the five main components of reading as identified by the National Reading Panel

• designed for students needing instructional supports found at Levels III, IV or V of the CLC• target students in middle and high school grades (grades 5-12)• have independent, third-party research that is scientifically-based (randomize control groups) or

meets the criteria for quasi-experimental

It should be noted that an additional tool, Appendix A - THE SECONDARY LITERACY INSTRUCTION AND NTERVENTION GUIDE Level I and III, is also available. This guide provides clarity around the instructional planning and delivery needed at Levels I and III within the CLC model.

34

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adap

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the

repe

titiv

e st

yle

of in

stru

ctio

n.

H

as li

ttle

inte

grat

ion

of w

ritin

g.

Prog

ram

dev

elop

ed b

y M

cGra

w-H

ill E

duca

tion

in

colla

bora

tion

with

the

Cou

ncil

of C

hief

Sta

te S

choo

l O

ffice

rs a

nd th

e A

ssoc

iatio

n fo

r Sup

ervi

sion

and

C

urric

ulum

Dev

elop

men

t

WO

RK

IN P

RO

GR

ESS:

NA

TIO

NA

L SE

CO

ND

AR

Y LI

TER

AC

Y IN

TER

VEN

TIO

N P

RO

GR

AM

INVE

NTO

RY*

Def

inin

g Fe

atur

es

Targ

et

Popu

latio

n Im

plem

enta

tion

Req

uire

men

ts

Impa

ct/L

ocat

ion/

Dur

atio

n o

f Su

cces

sful

Im

plem

enta

tion

Add

ition

al In

form

atio

n

© C

opyr

ight

200

7 St

upsk

i Fou

ndat

ion

- Wor

king

Doc

umen

t

3

6

Q

uest

ions

?

S

end

to: l

itera

cy@

stup

ski.o

rg

Lear

ning

Poi

nt A

ssoc

iate

s-en

tire

prog

ram

eva

luat

ion

avai

labl

e on

pag

e 32

at:

ww

w.le

arni

ngpt

.org

/lite

racy

/ado

lesc

ent/

inte

rven

tion.

pdf#

sear

ch=%

22%

22ad

oles

cent

%20

liter

acy%

20in

terv

entio

n%20

prog

ram

s%22

%22

Publ

ishe

r Con

tact

Info

rmat

ion:

Sc

ienc

e R

esea

rch

Asso

ciat

es

(SR

A)/M

cGra

w-H

ill

220

Eas

t Dan

ield

ale

Roa

dD

esot

o, T

X 7

5115

-249

0(8

88) 7

72-4

543

http

://w

ww

.sra

-4k

ids.

com

/inde

x.ph

p/ho

me/

curri

culu

ms

olut

ions

/di/c

orre

ctiv

erea

ding

/102

Sacr

amen

to, S

outh

Lak

e Ta

hoe,

and

San

Die

go,

Cal

iforn

ia.

Dis

trict

s in

clud

e: C

lay

Cou

nty

Sch

ool

Dis

trict

, Wak

e C

ount

y P

ublic

Sch

ool S

yste

m, S

an

Juan

Uni

fied

Scho

ol D

istri

ct

FAIL

UR

E FR

EE R

EAD

ING

L

evel

s: 3

, 4

Prog

ram

Goa

l: In

terv

entio

n/re

med

ial p

rogr

am.

Goa

l is

to im

prov

e si

ght v

ocab

ular

y, fl

uenc

y,

and

com

preh

ensi

on s

kills

.

Con

tent

Attr

ibut

es:

Flue

ncy,

com

preh

ensi

on, s

ight

vo

cabu

lary

Des

ign

Feat

ures

: A

stra

tegi

c, 5

-ste

p in

stru

ctio

nal

prog

ram

with

an

inde

pend

ent r

eadi

ng

com

pone

nt.

Prog

ram

has

two

parts

: th

e in

stru

ctio

nal c

ompo

nent

con

tain

s a

serie

s of

seq

uent

ial i

nstru

ctio

nal

pres

enta

tions

del

iver

ed th

roug

h a

5-st

ep p

roce

ss th

at in

volv

es a

pre

test

, an

oral

gui

ded

less

on, c

ompu

ter g

uide

d in

stru

ctio

n, p

rint-b

ased

act

iviti

es, a

nd a

po

st-te

st/ c

ompr

ehen

sion

test

. The

in

depe

nden

t com

pone

nt in

clud

es a

ge-

appr

opria

te, d

ecod

able

text

del

iver

ed

via

the

Jose

ph’s

Rea

ders

Tal

king

So

ftwar

e

Sour

ces

of I

nfor

mat

ion:

Flor

ida

Cen

ter f

or R

eadi

ng R

esea

rch.

En

tire

June

200

4 P

rogr

am R

evie

w

avai

labl

e at

:

ww

w.fc

rr.or

g/FC

RR

Rep

orts

/PD

F/fa

ilur

e_fre

e_re

adin

g.pd

f

Des

igne

d fo

r st

rugg

ling

read

ers

need

ing

supp

ort w

ith s

ite

voca

bula

ry,

fluen

cy a

nd

com

preh

ensi

on

incl

udin

g LE

P

stud

ents

Cla

ss R

equi

rem

ents

: C

an b

e ta

ught

by

certi

fied

and

non-

certi

fied

indi

vidu

als.

Mai

n C

ompo

nent

s:

It

lend

s its

elf t

o us

e in

a re

gula

r cla

ssro

om, e

xten

ded

day

prog

ram

, re

sour

ce ro

om, p

ull-o

ut p

rogr

am, o

r lab

set

ting

Le

sson

s ca

n be

taug

ht in

a o

ne-to

-one

or s

mal

l gro

up fo

rmat

Alth

ough

par

t of t

he p

rogr

am is

impl

emen

ted

by th

e te

ache

r, a

larg

e po

rtion

re

quire

s te

chno

logy

that

util

izes

talk

ing

softw

are

less

ons

and

prin

t re

info

rcem

ent a

ctiv

ities

Prof

essi

onal

Dev

elop

men

t Req

uire

d:

PD

: O

n-si

te w

orks

hops

(2-3

hou

r tea

cher

ses

sion

s) a

vaila

ble

for a

dditi

onal

co

st w

ith a

dditi

onal

one

hou

r ses

sion

for a

dmin

istra

tors

. In

add

ition

, tra

inin

g ta

pes,

CD

-RO

M a

nd w

eb-b

ased

trai

ning

offe

red

Supp

orts

Pro

vide

d:

Pro

vide

s w

eb-b

ased

pro

duct

upd

ates

Prog

ram

Cos

ts:

No

onlin

e pr

icin

g in

form

atio

n av

aila

ble.

Ple

ase

cont

act d

irect

ly

Exte

rnal

Res

earc

h:

Per F

CR

R, i

nstru

ctio

nal c

onte

nt a

nd d

esig

n is

co

nsis

tent

with

man

y fin

ding

s fro

m c

urre

nt re

sear

ch.

How

ever

, it d

oes

depa

rt fro

m c

urre

nt re

sear

ch a

nd

theo

ry in

read

ing

in th

at it

doe

s no

t atte

mpt

to te

ach

phon

emic

dec

odin

g sk

ills to

stu

dent

s w

ho a

re

stru

gglin

g w

ith re

adin

g ac

cura

cy a

nd fl

uenc

y. E

xist

ing

empi

rical

rese

arch

, how

ever

, pro

vide

s at

leas

t a

mod

erat

e le

vel o

f sup

port

for t

he p

rogr

am a

s an

in

terv

entio

n pr

ogra

m to

incr

ease

read

ing

fluen

cy a

nd

com

preh

ensi

on.

Inde

pend

ent s

tudi

es in

clud

e:

One

stu

dy, u

sing

Fai

lure

Fre

e R

eadi

ng to

sup

plem

ent

inst

ruct

ion,

was

con

duct

ed in

two

subu

rban

sch

ools

w

ith 5

8 th

ird a

nd fo

urth

gra

ders

(Loc

kavi

tch

& Al

gozz

ine,

199

8). S

tude

nts

rece

ived

inst

ruct

ion

in th

e pr

ogra

m w

ith a

teac

her t

rain

ed in

the

Failu

re F

ree

Rea

ding

pro

gram

. Stu

dent

s w

ere

rand

omly

ass

igne

d to

the

Failu

re F

ree

Rea

ding

or t

o a

cont

rol g

roup

that

di

d no

t rec

eive

the

Failu

re F

ree

inst

ruct

ion.

An

othe

r stu

dy w

as c

ondu

cted

at 2

7 (1

8 el

emen

tary

, si

x in

term

edia

te, t

hree

hig

h sc

hool

s) s

ubur

ban

scho

ols

in th

e so

uthw

est (

Ran

khor

n, E

ngla

nd,

Col

lins,

Loc

kavi

tch

and

Alg

ozzi

ne, 1

998)

. It e

xam

ined

th

e ef

fect

s of

teac

hing

wor

d re

cogn

ition

and

co

mpr

ehen

sion

ski

lls u

sing

Fai

lure

Fre

e R

eadi

ng to

39 s

tude

nts

with

sev

ere

read

ing

prob

lem

s. S

tude

nts

wer

e ra

ndom

ly s

elec

ted

from

the

low

est r

eadi

ng

grou

ps (t

wo

or m

ore

year

s be

low

grad

e le

vel).

A

cont

rol o

r com

paris

on g

roup

was

not

use

d in

this

st

udy.

M

odel

ing

and

prog

ress

mon

itorin

g ar

e ut

ilize

d th

roug

hout

the

prog

ram

.

Im

med

iate

cor

rect

ive

feed

back

is g

iven

to s

tude

nts.

Rep

etiti

on a

nd c

umul

ativ

e re

view

are

con

sist

ent

thro

ugho

ut th

e pr

ogra

m.

Spa

nish

dire

ctio

ns a

nd d

efin

ition

s ar

e pr

ovid

ed to

he

lp E

LL s

tude

nts.

Typi

cally

, stu

dent

s ar

e in

depe

nden

tly e

ngag

ed fo

r 45

to 5

0 m

inut

es o

f the

60

min

ute

inst

ruct

iona

l pe

riod,

free

ing

the

inst

ruct

or to

mon

itor a

nd g

uide

as

need

ed.

M

inim

al te

ache

r pre

para

tion

is re

quire

d, e

nabl

ing

teac

hers

, ass

ista

nts,

or t

utor

s to

impl

emen

t the

le

sson

s.

C

ompr

ehen

sion

stra

tegi

es n

ot e

xplic

itly

taug

ht.

Whe

n st

uden

ts a

nsw

er c

ompr

ehen

sion

que

stio

ns

inco

rrect

ly, s

caffo

ldin

g (in

term

s of

pro

vidi

ng a

cue

to

hel

p th

em d

eter

min

e th

e co

rrec

t ans

wer

on

thei

r ow

n) is

not

pro

vide

d.

Th

is p

rogr

am tr

ansi

tions

at t

he 5

th g

rade

read

ing

leve

l.

Th

e la

ck o

f dire

ct s

uppo

rt fo

r im

prov

ing

alph

abet

ic

read

ing

skills

(pho

nem

ic d

ecod

ing)

is a

ser

ious

w

eakn

ess

in a

pro

gram

that

is p

urpo

rtedl

y de

sign

ed

to im

prov

e ge

nera

l rea

ding

ski

lls in

stu

dent

s be

low

th

e 15

th p

erce

ntile

.

Team

ed u

p w

ith T

each

ing

Gea

r (on

line

educ

atio

nal

cont

ent)

to d

eliv

er F

ailu

re F

ree

thru

web

del

iver

ed

talk

ing

softw

are

less

ons

WO

RK

IN P

RO

GR

ESS:

NA

TIO

NA

L SE

CO

ND

AR

Y LI

TER

AC

Y IN

TER

VEN

TIO

N P

RO

GR

AM

INVE

NTO

RY*

Def

inin

g Fe

atur

es

Targ

et

Popu

latio

n Im

plem

enta

tion

Req

uire

men

ts

Impa

ct/L

ocat

ion/

Dur

atio

n o

f Su

cces

sful

Im

plem

enta

tion

Add

ition

al In

form

atio

n

© C

opyr

ight

200

7 St

upsk

i Fou

ndat

ion

- Wor

king

Doc

umen

t

3

7

Q

uest

ions

?

S

end

to: l

itera

cy@

stup

ski.o

rg

Publ

ishe

r Con

tact

Info

rmat

ion:

Fa

ilure

Fre

e W

ritin

g 14

0 W

est C

abam

us A

ve.

Con

cord

, NC

280

25

(800

) 542

-217

0 w

ww

.failu

refre

eonl

ine.

com

Sum

mar

y of

the

rese

arch

sup

port

avai

labl

e at

: w

ww

.fcrr.

org/

FCR

RR

epor

ts/P

DF/

failu

re_f

ree_

read

ing

.pdf

Failu

re F

ree

Rea

ding

is o

ne o

f fou

r int

erve

ntio

n pr

ogra

ms

for s

trugg

ling

read

ers

that

was

det

erm

ined

to

hav

e su

ffici

ent p

relim

inar

y ev

iden

ce o

f ef

fect

iven

ess

to b

e in

clud

ed in

a la

rge

scal

e,

rand

omiz

ed c

ontro

l tria

l of r

eadi

ng in

terv

entio

ns fo

r ol

der s

tude

nts.

The

tria

l inv

olve

s th

e st

udy

of

inte

rven

tions

for 3

rd a

nd 5

th g

rade

stu

dent

s an

d is

fu

nded

by

the

Inst

itute

for E

duca

tion

Sci

ence

s. A

n ex

ecut

ive

sum

mar

y of

that

stu

dy c

an b

e fo

und

at

http

://w

ww

.ed.

gov/

rsch

stat

/eva

l/dis

adv/

title

1int

erim

repo

rt/ex

ecsu

m.p

df

The

publ

ishe

r als

o pr

ovid

es a

list

ing

of in

depe

nden

t re

sear

ch re

sults

on

its w

ebsi

te in

a re

sear

ch

sum

mar

y tit

led

“Fai

lure

Fre

e R

eadi

ng’s

Con

tinuu

m o

f Ef

fect

iven

ess-

Res

earc

h Su

mm

ary.

” S

ee p

age

27 o

f th

e re

port

at:

ww

w.fa

ilure

free.

com

/dow

nloa

ds/F

FR_W

hite

_Pap

er.P

DF

Sam

ple

Impl

emen

tatio

n Si

tes:

Si

tes

are

incl

uded

in S

prin

gfie

ld L

ocal

Sch

ool D

istri

ct

in H

olla

nd, O

hio;

Cor

onad

o H

igh

Scho

ol in

El P

aso,

an

d K

lein

ISD

,Tex

as; C

lay

Cou

nty,

Gre

enw

ood,

and

H

ally

Mid

dle

Sch

ool,

Mis

siss

ippi

; Lin

coln

and

C

ataw

ba C

ount

ies,

Nor

th C

arol

ina;

Dub

lin C

ity,

Geo

rgia

; Ala

bam

a; H

elen

Edw

ards

, Lou

isia

na; a

nd

Cal

iforn

ia.

FAST

TR

AC

K R

EAD

ING

Lev

els:

4, 5

Prog

ram

Goa

l: Pr

ogra

m is

des

igne

d to

acc

eler

ate

dela

yed

read

ers

to g

rade

leve

l pr

ofic

ienc

y an

d st

anda

rds

as q

uick

ly a

s po

ssib

le b

y he

lpin

g th

e te

ache

r acc

urat

ely

asse

ss s

tude

nt

need

s an

d th

en d

eliv

er in

tens

ive,

ta

rget

ed in

stru

ctio

n.

Con

tent

Fea

ture

s:

Is a

n in

tens

ive

inte

rven

tion

prog

ram

that

add

ress

es th

e co

re

lingu

istic

def

icits

und

erly

ing

read

ing

failu

re. T

he in

stru

ctio

n is

co

mpr

ehen

sive

, con

tinuo

us, a

nd

incl

usiv

e of

all

the

maj

or c

ompo

nent

s of

read

ing:

pho

nem

ic a

war

enes

s,

Inte

rven

tion

prog

ram

for

stru

gglin

g re

ader

s in

gra

des

4-8

Cla

ss R

equi

rem

ents

:

Mai

n C

ompo

nent

s:

W

ord

Wor

k St

rand

incl

udes

the

Wor

d W

ork

Asse

ssm

ent G

uide

, the

Wor

d St

udy

Teac

her G

uide

, the

Mat

chW

ord

softw

are

prog

ram

, 12

deco

dabl

e bo

oks,

12

play

s ba

sed

on th

e de

coda

ble

book

s, a

nd th

e P

honi

cs T

each

er

Gui

de w

ith 2

1 ph

onic

s tra

nspa

renc

ies

C

ompr

ehen

sion

Stra

nd b

egin

s w

ith th

e Te

ache

r Gui

de L

evel

1, a

read

-al

oud

anth

olog

y w

ith b

uilt-

in te

ache

r sup

port.

Thi

s st

rand

is d

esig

ned

for

nonr

eade

rs a

nd in

clud

es d

irect

ions

for e

xplic

it te

ache

r sup

port

for

prev

iew

ing,

dis

cuss

ing,

and

revi

ewin

g te

xt.

Less

ons

2-7

incl

ude

36

mag

azin

e an

thol

ogie

s

Flue

ncy

Stra

nd in

clud

es tw

elve

Flu

ency

Car

ds a

nd a

CD

for e

ach

inst

ruct

iona

l lev

el

Prof

essi

onal

Dev

elop

men

t Req

uire

d:

Full

day

PD tr

aini

ng o

ffere

d up

on im

plem

enta

tion.

Exte

rnal

Res

earc

h:

Per F

CR

R, T

he in

stru

ctio

nal c

onte

nt o

f Fas

t Tra

ck

Rea

ding

is c

onsi

sten

t with

cur

rent

rese

arch

on

read

ing

com

preh

ensi

on a

nd fl

uenc

y.

In 2

001

a fie

ld te

st o

f the

Fas

t Tra

ck R

eadi

ng

prog

ram

was

con

duct

ed in

six

sta

tes

with

66

stud

ents

in

gra

des

4-8.

No

cont

rol g

roup

s w

ere

incl

uded

and

st

uden

ts w

ere

not s

elec

ted

rand

omly

, but

cho

sen

base

d on

thei

r nee

d fo

r rea

ding

inte

rven

tion.

Al

thou

gh th

e da

ta a

ppea

red

to s

how

pro

gres

s, th

e de

sign

of t

he s

tudy

(no

cont

rol g

roup

) mak

es it

im

poss

ible

to a

ttrib

ute

the

read

ing

impr

ovem

ents

to

use

of F

ast T

rack

.

Inde

pend

ent s

tudi

es in

clud

e:

In 2

001,

a fi

eld

test

of t

he F

ast T

rack

Rea

ding

pr

ogra

m w

as c

ondu

cted

in s

ix s

tate

s w

ith 6

6 st

uden

ts

Fl

uenc

y pr

actic

e is

exp

licitl

y st

ruct

ured

and

am

ple

prac

tice

oppo

rtuni

ties

are

prov

ided

. M

agaz

ine

anth

olog

ies

(hig

h in

tere

st/lo

w re

adin

g le

vel)

and

deco

dabl

e C

hapt

er B

ooks

are

eng

agin

g.

P

re-s

kills

of r

eadi

ng, s

uch

as k

now

ing

the

nam

es

and

soun

ds o

f ind

ivid

ual l

ette

rs a

nd d

igra

phs,

are

no

t a c

ompo

nent

of t

his

prog

ram

.

P

honi

cs in

stru

ctio

n is

not

suf

ficie

nt fo

r stu

dent

s w

ith

seve

re re

adin

g di

fficu

lties

;

Pra

ctic

e op

portu

nitie

s in

the

phon

ics

stra

nd a

re

limite

d an

d sy

stem

atic

revi

ew o

f pre

viou

s ph

onic

s sk

ills is

not

incl

uded

.

Sour

ce:

Flor

ida

Cen

ter f

or R

eadi

ng R

esea

rch

Prog

ram

is a

n ap

prov

ed s

uppl

emen

tal e

duca

tiona

l se

rvic

es p

rovi

der i

n 43

sta

tes.

WO

RK

IN P

RO

GR

ESS:

NA

TIO

NA

L SE

CO

ND

AR

Y LI

TER

AC

Y IN

TER

VEN

TIO

N P

RO

GR

AM

INVE

NTO

RY*

Def

inin

g Fe

atur

es

Targ

et

Popu

latio

n Im

plem

enta

tion

Req

uire

men

ts

Impa

ct/L

ocat

ion/

Dur

atio

n o

f Su

cces

sful

Im

plem

enta

tion

Add

ition

al In

form

atio

n

© C

opyr

ight

200

7 St

upsk

i Fou

ndat

ion

- Wor

king

Doc

umen

t

3

8

Q

uest

ions

?

S

end

to: l

itera

cy@

stup

ski.o

rg

phon

emic

dec

odin

g sk

ills, w

ord-

and

pa

ssag

e-re

adin

g flu

ency

, voc

abul

ary,

co

mpr

ehen

sion

, spe

lling

, co

mpo

sitio

n, a

nd re

late

d la

ngua

ge

skills

.

Des

ign

Feat

ures

: Sc

ripte

d le

sson

s fo

cusi

ng o

n w

ord

wor

k, fl

uenc

y an

d co

mpr

ehen

sion

It

is in

tend

ed to

be

used

in a

dditi

on to

a

scho

ol’s

cor

e re

adin

g pr

ogra

m.

Prog

ram

incl

udes

the

Com

preh

ensi

on

Stra

nd, t

he W

ord

Wor

k St

rand

, and

the

Flue

ncy

Stra

nd.

All

less

ons

are

scrip

ted

with

the

dire

ct a

nd e

xplic

it in

stru

ctio

nal s

trate

gies

of

“dem

onst

rate

, coa

ch, a

pply

, and

as

sess

.”

Sour

ces

of In

form

atio

n:

Flor

ida

Cen

ter f

or R

eadi

ng R

esea

rch.

En

tire

Apr

il 20

05 P

rogr

am R

evie

w is

av

aila

ble

at:

ww

w.fc

rr.or

g/FC

RR

Rep

orts

/PD

F/Fa

stT

rack

6Fin

al.p

df

Publ

ishe

r Con

tact

Info

rmat

ion:

W

right

Gro

up/M

cGra

w H

ill

220

Eas

t Dan

ield

ale

Roa

d D

eSot

o, T

X 75

115

(800

) 648

-297

0 w

ww

.wrig

htgr

oup.

com

Supp

orts

Pro

vide

d:

Follo

w-u

p su

ppor

t vis

its a

re fl

exib

le

Prog

ram

Cos

ts:

Mat

eria

ls fo

r Com

plet

e Le

vel 1

-2 S

et:

$850

. C

ompl

ete

Leve

l 3-7

Set

: ea

ch

leve

l $80

0. F

luen

cy S

trand

Set

: $1

,600

. W

ord

Wor

k S

trand

Set

: $1

,445

in g

rade

s 4-

8. N

o co

ntro

l gro

ups

wer

e in

clud

ed a

nd

stud

ents

wer

e no

t sel

ecte

d ra

ndom

ly, b

ut c

hose

n ba

sed

on th

eir n

eed

for r

eadi

ng in

terv

entio

n.

Sum

mar

y of

the

rese

arch

sup

port

avai

labl

e at

: w

ww

.fcrr.

org/

FCR

RR

epor

ts/P

DF/

Fast

Trac

k6Fi

nal.p

df

Acco

rdin

g to

the

publ

ishe

r, 7

peer

-rev

iew

ed s

tudi

es

have

bee

n pu

blis

hed.

Res

earc

h si

tes

wer

e fir

st

sele

cted

in 1

2 sc

hool

s in

Cal

iforn

ia in

200

1. F

ield

te

st s

ites

wer

e th

en s

et u

p in

six

sch

ools

in fi

ve

dist

ricts

acr

oss

the

U.S

. in

the

sprin

g of

200

2.

Educ

atio

nal C

onsu

lting

Ser

vice

s, a

third

par

ty,

cond

ucte

d al

l pre

- and

pos

t- as

sess

men

ts.

The

resu

lts a

re a

vaila

ble

on th

e pu

blis

her’s

web

site

at:

w

ww

.wrig

htgr

oup.

com

/inde

x.ph

p/ho

me/

liter

acy/

fast

track

read

ing/

natio

nwid

eres

earc

h/28

4

Sam

ple

Impl

emen

tatio

n Si

tes:

C

entra

l Uni

fied

STE

P a

nd K

astn

er In

term

edia

te in

Fr

esno

, Mou

ntai

n V

iew

Mid

dle

in M

oren

o V

alle

y,

Lem

on G

rove

Mid

dle

in L

emon

Gro

ve, a

nd P

rairi

e Vi

sta

Mid

dle

in H

awth

orne

, Cal

iforn

ia;

Eas

t Mid

dle

Scho

ol in

Wau

kega

n, Il

linoi

s; G

rove

r Was

hing

ton,

Jr.

Mid

dle

Sch

ool i

n P

hila

delp

hia;

Har

tford

Ave

nue

Scho

ol in

Milw

auke

e, W

isco

nsin

; Puc

kett

Atte

ndan

ce

Cen

ter i

n P

ucke

tt, M

issi

ssip

pi; R

obin

son

Mid

dle

Scho

ol in

Litt

le R

ock,

AR

;

Prog

ram

was

a fi

nalis

t in

the

Annu

al C

OD

iE a

war

ds fo

r th

e be

st e

duca

tion

inst

ruct

iona

l sol

utio

n fo

r spe

cial

ne

eds

stud

ents

in 2

004.

GR

EAT

LEA

PS R

EAD

ING

L

evel

s: 3

Prog

ram

Goa

l: Ta

rget

ed s

uppl

emen

tal f

luen

cy

prog

ram

is d

esig

ned

to b

e us

ed in

co

njun

ctio

n w

ith th

e cu

rric

ulum

cu

rren

tly b

eing

impl

emen

ted.

Its

prim

ary

emph

asis

is o

n flu

ency

, with

th

e as

sum

ptio

n th

at c

ompr

ehen

sion

w

ill im

prov

e if

the

child

bec

omes

a

mor

e flu

ent r

eade

r.

Con

tent

Attr

ibut

es:

A flu

ency

-bui

ldin

g pr

ogra

m, n

ot a

co

mpl

ete

read

ing

prog

ram

.

Des

ign

Feat

ures

: D

ivid

ed in

to th

ree

maj

or a

reas

: ph

onic

s, s

ight

phr

ases

, and

read

ing

K-1

2 st

uden

ts

who

hav

e no

t m

aste

red

auto

mat

icity

and

ne

ed p

ract

ice

in

fluen

cy

Cla

ss R

equi

rem

ents

: M

ater

ials

con

sist

of a

n in

stru

ctor

’s m

anua

l and

stu

dent

pra

ctic

e pa

ges.

In

clud

ed in

the

inst

ruct

or’s

man

ual a

re a

sses

smen

t gui

delin

es to

det

erm

ine

stud

ent p

lace

men

t in

Gre

at L

eaps

.

Teac

hers

, par

apro

fess

iona

ls, o

r vol

unte

ers

adm

inis

ter t

he le

sson

s in

a o

ne-to

-on

e fa

shio

n in

5-7

min

ute

daily

pra

ctic

e se

ssio

ns.

Prof

essi

onal

Dev

elop

men

t Req

uire

d:

A ty

pica

l tra

inin

g se

ssio

n is

thre

e ho

urs

long

. M

ost u

sers

find

the

inst

ruct

ions

th

at c

ome

with

the

prog

ram

ade

quat

e to

beg

in im

plem

enta

tion

with

out t

rain

ing.

Supp

orts

Pro

vide

d:

Trai

ning

vid

eos

and

furth

er a

ssis

tanc

e av

aila

ble

thro

ugh

dire

ct c

onta

ct w

ith

auth

ors

via

phon

e or

ele

ctro

nic

mai

l

Exte

rnal

Res

earc

h:

Per F

CR

R, i

t is

cons

iste

nt w

ith c

urre

nt re

sear

ch

know

ledg

e in

bot

h its

inst

ruct

iona

l des

ign

and

cont

ent.

Ther

e is

enc

oura

ging

rese

arch

sup

port

conf

irmin

g th

e ef

ficac

y of

Gre

at L

eaps

in im

prov

ing

read

ing

fluen

cy fo

r mid

dle

scho

ol s

tude

nts.

At t

his

poin

t, th

e re

sear

ch is

targ

eted

at t

he m

iddl

e sc

hool

le

vel;

how

ever

, bec

ause

the

inst

ruct

iona

l des

ign

and

prin

cipl

es a

re c

onsi

sten

t thr

ough

out e

very

gra

de le

vel

forG

reat

Lea

ps, i

t is

likel

y th

at s

imila

r out

com

es a

t th

e ot

her l

evel

s co

uld

be e

xpec

ted.

Sum

mar

y of

the

rese

arch

sup

port

avai

labl

e at

: w

ww

.fcrr.

org/

FCR

RR

epor

ts/P

DF/

Gre

at_L

eaps

_Rep

ort.p

df

Per F

CR

R, i

n a

form

al s

tudy

con

duct

ed in

200

0, th

e

R

equi

res

only

5-1

0 m

inut

es o

f int

erve

ntio

n pe

r day

pe

r stu

dent

.

It

is e

asy

to im

plem

ent a

nd c

an b

e us

ed

succ

essf

ully

by

a w

ide

varie

ty o

f pro

fess

iona

ls,

para

prof

essi

onal

s, a

nd v

olun

teer

s.

S

tude

nt p

rogr

ess

is m

onito

red,

cha

rted,

and

re

war

ded,

thus

incr

easi

ng s

tude

nt m

otiv

atio

n.

C

an b

e ov

erus

ed- s

tude

nts

need

to b

e re

leas

ed

from

pro

gram

whe

n ad

equa

te p

rogr

ess

has

been

m

ade.

Sour

ces:

Flo

rida

Cen

ter f

or R

eadi

ng R

esea

rch

and

Nat

iona

l Lite

racy

Pro

ject

pre

pare

d fo

r Gat

es F

ound

atio

n

WO

RK

IN P

RO

GR

ESS:

NA

TIO

NA

L SE

CO

ND

AR

Y LI

TER

AC

Y IN

TER

VEN

TIO

N P

RO

GR

AM

INVE

NTO

RY*

Def

inin

g Fe

atur

es

Targ

et

Popu

latio

n Im

plem

enta

tion

Req

uire

men

ts

Impa

ct/L

ocat

ion/

Dur

atio

n o

f Su

cces

sful

Im

plem

enta

tion

Add

ition

al In

form

atio

n

© C

opyr

ight

200

7 St

upsk

i Fou

ndat

ion

- Wor

king

Doc

umen

t

3

9

Q

uest

ions

?

S

end

to: l

itera

cy@

stup

ski.o

rg

fluen

cy.

Sour

ces

of In

form

atio

n:

Flor

ida

Cen

ter f

or R

eadi

ng R

esea

rch.

En

tire

Janu

ary

2003

Pro

gram

Rev

iew

is

ava

ilabl

e at

: w

ww

.fcrr.

org/

FCR

RR

epor

ts/P

DF/

Gre

at_L

eaps

_Rep

ort.p

df “R

esou

rce

Lite

racy

Gui

de fo

r Ad

oles

cent

Lite

racy

,” p

age

19,

Prep

ared

by

the

Nat

iona

l Lite

racy

Pr

ojec

t for

the

Gat

es F

ound

atio

n an

d av

aila

ble

at:

ww

w.m

aupi

nhou

se.c

om/p

df/R

esou

rce

Gui

de.p

df#s

earc

h=%

22%

22a%

20re

sour

ce%

20gu

ide%

20fo

r%20

Ado

lesc

ent

%20

Lite

racy

%22

%22

Publ

ishe

r Con

tact

Info

rmat

ion:

D

iarm

uid,

Inc.

P.

O. B

ox 3

5758

0

Gai

nesv

ille, F

L 32

635

(877

) (47

5-32

77)

ww

w.g

reat

leap

s.co

m

Prog

ram

Cos

ts:

M

iddl

e or

Hig

h S

choo

l Pro

gram

Pac

kage

(ins

truct

or m

anua

l and

stu

dent

ed

ition

) $17

5. G

ener

al S

torie

s C

olle

ctio

n (S

uppl

emen

tary

Sto

ries

for a

ll R

eade

rs- $

55

rese

arch

ers

foun

d th

at th

e G

reat

Lea

ps tr

eatm

ent

prod

uced

sta

tistic

ally

sig

nific

ant g

ains

in re

adin

g le

vel

(flue

ncy)

for a

ll th

ree

grou

ps o

f stu

dent

s pa

rtici

patin

g in

the

stud

y. T

his

stud

y di

d no

t em

ploy

a c

ompa

rison

or

con

trol g

roup

, how

ever

. M

erce

r, C

ecil

D.,

Cam

pbel

l, K

enne

th U

., M

iller,

W.D

avid

, Mer

cer,

Kenn

eth

D.,

and

Lane

, Hol

ly B

. Effe

cts

of a

Rea

ding

Fl

uenc

y In

terv

entio

n fo

r Mid

dle

Scho

oler

s w

ith

Spec

ific

Lear

ning

Dis

abili

ties.

Lea

rnin

g D

isab

ilitie

s R

esea

rch

and

Pra

ctic

e, 1

5(4)

, 179

-189

. 200

0.

Sam

ple

Impl

emen

tatio

n Si

tes:

Sc

hool

s in

New

Yor

k C

ity; O

cala

and

Gai

nesv

ille,

Fl

orid

a; S

omer

set a

nd L

exin

gton

, Ken

tuck

y; S

eattl

e,

Was

hing

ton,

Nor

th C

arol

ina,

Uta

h, a

nd M

aine

HO

STSL

INK

IN L

ANG

UA

GE

ARTS

- HEL

P O

NE

STU

DEN

T TO

SU

CC

EED

Leve

ls:

3

Prog

ram

Goa

l: A

tech

nolo

gy-b

ased

stru

ctur

ed

men

torin

g pr

ogra

m d

esig

ned

to

supp

lem

ent a

sch

ool’s

cor

e re

adin

g cu

rric

ulum

. Th

e m

ain

goal

s in

clud

e im

prov

ing

acad

emic

ach

ieve

men

t in

read

ing

and

writ

ing,

bui

ldin

g pr

oble

m-

solv

ing

skills

, and

impr

ovin

g be

havi

or,

attit

udes

and

sel

f-est

eem

.

Con

tent

Attr

ibut

es: A

stra

tegi

c an

d st

ruct

ured

men

torin

g pr

ogra

m

Des

ign

Feat

ures

: Th

e th

ree

maj

or c

ompo

nent

s of

the

HO

STS

men

torin

g pr

ogra

m a

re

prof

essi

onal

dev

elop

men

t, in

divi

dual

ized

less

on p

lans

, and

m

ento

ring.

Sour

ces

of In

form

atio

n:

Flor

ida

Cen

ter f

or R

eadi

ng R

esea

rch.

Gra

des

K-8

in

clud

ing

the

gene

ral s

choo

l po

pula

tion

and

low

ach

ievi

ng o

r at

-ris

k st

uden

ts,

and

for o

lder

st

rugg

ling

read

ers,

Gra

des

9-12

HO

STSL

ink

for

ELL

Stu

dent

s

Cla

ss R

equi

rem

ents

: Tr

aine

d vo

lunt

eers

from

the

com

mun

ity p

rovi

de s

tude

nts

with

one

-on-

one

tuto

ring

sess

ions

usi

ng le

sson

pla

ns th

at h

ave

been

spe

cific

ally

tailo

red

to th

e in

divi

dual

nee

ds o

f eac

h st

uden

t.

Mai

n C

ompo

nent

s:

R

esou

rces

cro

ss-r

efer

ence

d an

d al

igne

d w

ith s

choo

l’s c

urric

ulum

and

st

anda

rds

N

atio

nwid

e da

taba

se o

fferin

g ac

cess

to s

oftw

are,

teac

her r

esou

rce

book

s,

liter

atur

e, g

ames

, kits

, man

ipul

ativ

es, v

ideo

s, a

nd w

orks

heet

s fro

m a

vas

t qu

antit

y of

com

mer

cial

pub

lishe

rs

Prof

essi

onal

Dev

elop

men

t Req

uire

d:

Par

amou

nt to

the

succ

ess

of th

e H

OS

TSpr

ogra

m is

eac

h sc

hool

’s fa

cilit

atin

g te

ache

r (or

HO

STS

teac

her)

who

is a

cer

tifie

d te

ache

r, pr

efer

ably

a re

adin

g sp

ecia

list o

r a te

ache

r with

a s

trong

read

ing

back

grou

nd. T

each

er/fa

cilit

ator

is

give

n tw

o da

ys o

f ext

ensi

ve tr

aini

ng w

hich

incl

udes

read

ing

asse

ssm

ent

stra

tegi

es, i

nstru

ctio

nal s

trate

gies

, men

tor r

ecru

itmen

t and

trai

ning

, and

so

ftwar

e tra

inin

g. T

hese

two

days

are

follo

wed

by

two

or m

ore

days

of o

n-si

te

impl

emen

tatio

n.

HO

STS

trai

ning

inco

rpor

ates

the

Nat

iona

l Sta

ff D

evel

opm

ent C

ounc

il’s

stan

dard

s of

con

text

, pro

cess

, and

con

tent

.

Exte

rnal

Res

earc

h:

Per F

CR

R, w

hen

HO

STS

is im

plem

ente

d as

in

tend

ed, i

t add

ress

es th

e co

mpo

nent

s re

sear

ch h

as

foun

d to

be

esse

ntia

l to

the

succ

ess

of tu

torin

g pr

ogra

ms

for r

eadi

ng.

Ther

e is

a b

egin

ning

leve

l of

rese

arch

to s

uppo

rt th

e us

e of

HO

STS

Link

Lan

guag

e Ar

ts a

s an

effe

ctiv

e m

ento

ring

prog

ram

.

Sum

mar

y of

the

rese

arch

sup

port

avai

labl

e at

: w

ww

.fcrr.

org/

FCR

RR

epor

ts/P

DF/

HO

STS

_Rep

ort.p

df

A st

udy

cond

ucte

d by

the

Mic

higa

n C

ente

r for

As

sess

men

t and

Edu

catio

nal D

ata

for t

he 2

002-

03

scho

ol y

ear o

f ove

r 1,5

00 s

tude

nts

conc

lude

d th

at

resu

lts s

how

ed s

igni

fican

t gai

ns in

stu

dent

read

ing

skills

: w

ww

.hos

ts.c

om/re

sear

ch/d

ownl

oads

/CM

U_s

tate

wid

e.p

df#s

earc

h=%

22%

22M

ichi

gan%

20C

ente

r%20

for%

20A

sses

smen

t%20

and%

20E

duca

tiona

l%20

Dat

a%22

%22

Anot

her i

ndep

ende

nt e

valu

atio

n re

porti

ng s

igni

fican

t re

sults

was

com

plet

ed b

y B

owlin

g G

reen

Sta

te

S

truct

ured

men

torin

g se

ssio

ns o

ptim

ize

acad

emic

le

arni

ng ti

me.

A fa

cilit

atin

g te

ache

r mon

itors

men

torin

g se

ssio

ns,

ensu

ring

that

the

indi

vidu

al le

arni

ng p

lans

of

stud

ents

are

add

ress

ed.

One

-on-

one

men

torin

g pr

ovid

es e

ncou

rage

men

t an

d su

ppor

t to

stud

ents

who

are

mos

t in

need

of

such

rein

forc

emen

t.

Th

e da

taba

se is

mul

tipur

pose

, pro

vidi

ng a

cces

s to

re

sour

ces,

stu

dent

pre

scrip

tions

, alig

nmen

t with

st

ate

and

loca

l sta

ndar

ds, a

nd p

rogr

ess

mon

itorin

g m

anag

emen

t.

S

tude

nts’

pro

gres

s is

con

tinua

lly m

onito

red

and

asse

ssed

by

the

HO

STS

faci

litat

ing

teac

her.

Sch

ools

that

em

ploy

the

HO

STS

Link

Lan

guag

e A

rts

prog

ram

repo

rt th

at, a

s a

resu

lt of

the

one-

on-o

ne

atte

ntio

n pr

ovid

ed b

y th

e m

ento

rs, s

tude

nts’

sel

f-es

teem

and

sch

ool a

ttend

ance

impr

ove.

Dep

ende

nt o

n fa

cilit

atin

g te

ache

r for

mon

itorin

g.

E

xpen

sive

.

Th

e da

taba

se m

ight

offe

r sug

gest

ions

that

are

not

co

nsis

tent

with

the

curr

ent r

esea

rch.

The

refo

re, i

t is

WO

RK

IN P

RO

GR

ESS:

NA

TIO

NA

L SE

CO

ND

AR

Y LI

TER

AC

Y IN

TER

VEN

TIO

N P

RO

GR

AM

INVE

NTO

RY*

Def

inin

g Fe

atur

es

Targ

et

Popu

latio

n Im

plem

enta

tion

Req

uire

men

ts

Impa

ct/L

ocat

ion/

Dur

atio

n o

f Su

cces

sful

Im

plem

enta

tion

Add

ition

al In

form

atio

n

© C

opyr

ight

200

7 St

upsk

i Fou

ndat

ion

- Wor

king

Doc

umen

t

4

0

Q

uest

ions

?

S

end

to: l

itera

cy@

stup

ski.o

rg

Entir

e N

ovem

ber 2

002

Pro

gram

R

evie

w is

ava

ilabl

e at

: w

ww

.fcrr.

org/

FCR

RR

epor

ts/P

DF/

HO

STS

_Rep

ort.p

df

“Res

ourc

e Li

tera

cy G

uide

for

Adol

esce

nt L

itera

cy,”

pag

e 21

, Pr

epar

ed b

y th

e N

atio

nal L

itera

cy

Proj

ect f

or th

e G

ates

Fou

ndat

ion

and

avai

labl

e at

:w

ww

.mau

pinh

ouse

.com

/pdf

/Res

ourc

eG

uide

.pdf

#sea

rch=

%22

%22

a%20

reso

urce

%20

guid

e%20

for%

20A

dole

scen

t%

20Li

tera

cy%

22%

22

Publ

ishe

r Con

tact

Info

rmat

ion:

H

OS

TS L

earn

ing

222

NE

Par

k P

laza

Driv

e, S

uite

230

Va

ncou

ver,

WA

986

84

800-

833-

4678

w

ww

.hos

ts.c

om

Supp

orts

Pro

vide

d:

Unl

imite

d te

chni

cal a

ssis

tanc

e du

ring

the

scho

ol y

ear.

Prog

ram

Cos

ts:

No

pric

ing

avai

labl

e on

line.

Dire

ctly

con

tact

pub

lishe

r

Uni

vers

ity in

200

1-20

02 e

ntitl

ed “N

orth

wes

t Ohi

o Sp

ecia

l Ed

Con

sorti

um P

roje

ct:”

w

ww

.hos

ts.c

om/re

sear

ch/d

ownl

oads

/BG

SU.p

df#s

ear

ch=%

22%

22no

rthw

est%

20oh

io%

20sp

ecia

l%20

educ

atio

n%20

cons

ortiu

m%

20pr

ojec

t%22

%22

Sam

ple

Impl

emen

tatio

n Si

tes:

Fl

int,

Mic

higa

n; C

araw

ba C

ount

y, N

orth

Car

olin

a; 1

8 sc

hool

s an

d 4

Educ

atio

nal S

ervi

ce C

ente

rs in

Ohi

o (s

ee s

tudy

not

es a

bove

); 68

sch

ools

in M

ichi

gan

(see

st

udy

note

s ab

ove)

; dis

trict

s in

Buf

falo

, Cle

vela

nd,

Col

umbu

s, D

alla

s, D

etro

it, a

nd L

os A

ngel

es

impo

rtant

that

sch

ools

cle

arly

iden

tify

thei

r ado

pted

re

sear

ch b

ased

read

ing

curri

culu

m a

s th

e H

OS

TSLi

nk s

yste

m is

per

sona

lized

for t

heir

scho

ol.

HO

STS

Link

for E

nglis

h La

ngua

ge D

evel

opm

ent m

eets

U

SDO

E s

tand

ards

for e

ffect

ive

ELD

or E

LL p

rogr

ams.

LAN

GU

AG

E!

Le

vels

: 4,

5

Prog

ram

Goa

l: C

ompr

ehen

sive

read

ing

prog

ram

. D

irect

exp

licit

com

preh

ensi

on

inst

ruct

ion:

text

-bas

ed c

olla

bora

tive

lear

ning

. A

ddre

sses

all

five

area

s of

re

adin

g in

stru

ctio

n id

entif

ied

by

Rea

ding

Firs

t.

Con

tent

Attr

ibut

es:

Phon

emic

aw

aren

ess

and

phon

ics.

In

tegr

ates

read

ing,

spe

lling,

writ

ing,

an

d ot

her c

ritic

al la

ngua

ge a

rts

stra

nds.

Des

ign

Feat

ures

: Pr

ogra

m is

hig

hly

indi

vidu

aliz

ed, w

ith

stud

ents

pla

ced

at a

n in

stru

ctio

nal

leve

l on

the

basi

s of

an

entry

as

sess

men

t, an

d co

ntin

uing

on

that

le

vel u

ntil

mas

tery

of c

once

pts

and

skills

is a

ttain

ed.

Flex

ible

, sm

all

inst

ruct

iona

l gro

ups

are

form

ed w

ithin

th

e w

hole

cla

ss a

ccor

ding

to m

aste

ry

perfo

rman

ce.

Sour

ces

of In

form

atio

n:

Flor

ida

Cen

ter f

or R

eadi

ng R

esea

rch.

Stu

dent

s pe

rform

ing

two

or

mor

e ye

ars

behi

nd g

rade

-le

vel w

ho h

ave

not m

aste

red

phon

emic

aw

aren

ess,

phon

ics

and

basi

c flu

ency

. D

esig

ned

spec

ifica

lly fo

r st

uden

ts w

ho

bene

fit fr

om

expl

icit

inst

ruct

ion

in a

st

ruct

ured

la

ngua

ge

curri

culu

m,

whe

ther

they

are

in

the

gene

ral,

ELL

, or s

peci

al

educ

atio

n pr

ogra

m.

Prog

ram

Req

uire

men

ts:

Cla

ssro

om te

ache

r del

iver

s se

quen

ced,

sys

tem

atic

, cum

ulat

ive

and

expl

icit

inst

ruct

ion

in tw

o da

ily s

essi

ons

that

tota

l 90

min

utes

. C

urric

ulum

is c

ompr

ised

of

thre

e le

vels

with

the

reco

mm

enda

tion

that

one

yea

r be

devo

ted

to e

ach

leve

l

Mai

n C

ompo

nent

s:

In

stru

ctio

nal r

esou

rce

kit f

or te

ache

rs

Te

ache

r edi

tion

St

uden

t tex

t

Inte

ract

ive

text

Asse

ssm

ent m

ater

ials

Tech

nolo

gy to

ols:

onl

ine

asse

ssm

ent;

plan

ning

; wor

d da

taba

se; e

-rea

der;

sorta

gorie

s

Pro

gres

s M

onito

ring:

Pla

cem

ent b

ased

on

Deg

rees

of R

eadi

ng P

ower

(DR

P)

test

com

preh

ensi

on, t

est o

f sile

nt w

ord

read

ing

fluen

cy, s

pelli

ng in

vent

ory.

Pro

gres

s m

onito

ring

thru

con

tent

mas

tery

and

flue

ncy

task

s, s

umm

ativ

e te

sts,

pr

ogre

ss in

dica

tors

. O

nlin

e as

sess

men

t sys

tem

org

aniz

es a

nd a

naly

zes

stud

ent d

ata

Prof

essi

onal

Dev

elop

men

t Req

uire

d:

Initi

al tr

aini

ng w

ith c

ours

e cr

edit

at a

ccre

dite

d un

iver

sitie

s, 3

-day

trai

ning

, ad

vanc

ed tr

aini

ng fo

r adm

inis

trato

rs a

nd re

adin

g co

ache

s, h

alf-

or fu

ll-da

y fo

llow

up

train

ing,

site

vis

its

Prog

ram

Cos

ts:

$6

00 M

iddl

e/H

igh

Sch

ool T

each

er T

rain

ing

Kit,

$1,

800

clas

sroo

m s

et ($

450

smal

l gro

up s

et).

$80

Inst

ruct

iona

l Res

ourc

e G

uide

for T

each

ers

Exte

rnal

Res

earc

h:

Mos

t rec

ent s

tudi

es w

ere

cond

ucte

d in

Bal

dwin

C

ount

y, Id

aho

Falls

and

Sac

ram

ento

City

but

no

cont

rol g

roup

s w

ere

used

. So

it is

not

pos

sibl

e to

de

term

ine

whe

ther

or n

ot th

e ga

ins

seen

in th

ese

two

stud

ies

wer

e at

tribu

tabl

e so

lely

to im

plem

enta

tion

of

the

LAN

GU

AG

E! c

urric

ulum

, or w

heth

er o

ther

fact

ors

mig

ht h

ave

been

invo

lved

. Ove

rall,

impr

ovem

ents

in

stud

ent p

erfo

rman

ce a

nd th

e re

sulta

nt in

dica

tions

of

the

effic

acy

of th

e LA

NG

UA

GE

! pro

gram

are

ver

y en

cour

agin

g.

Inde

pend

ent s

tudi

es in

clud

e:

A st

udy

usin

g a

rese

arch

des

ign

that

incl

uded

a

cont

rol g

roup

was

und

erta

ken

with

45

mid

dle

and

high

sch

ool j

uven

ile o

ffend

ers

(Gre

ene,

199

6).

Sum

mar

y of

the

rese

arch

sup

port

avai

labl

e at

: w

ww

.fcrr.

org/

FCR

RR

epor

ts/P

DF/

Lang

uage

.pdf

Sum

mar

y re

sear

ch re

sults

for E

lk G

rove

and

Sa

cram

ento

City

, CA

are

ava

ilabl

e at

: w

ww

.nifl

.gov

/par

tner

ship

forr

eadi

ng/a

dole

scen

t/sum

mar

yIIa

.htm

l.

Sam

ple

Impl

emen

tatio

n Si

tes:

Th

e in

tern

al re

sear

ch s

umm

ary

abov

e ci

tes

resu

lts

for L

AN

GU

AG

E! in

Tw

in F

alls

, ID

; Los

Ang

eles

US

D-

H

ighl

y st

ruct

ured

and

indi

vidu

aliz

ed, o

fferin

g ea

ch

stud

ent a

ste

p-by

-ste

p pr

ogre

ssio

n th

roug

h th

e cu

rricu

lum

at a

n in

divi

dual

pac

e.

Is

an

extre

mel

y th

orou

gh p

rese

ntat

ion

of n

umer

ous

read

ing,

writ

ing,

and

lang

uage

arts

stra

nds,

taug

ht

syst

emat

ical

ly in

par

alle

l fas

hion

to c

hild

ren

of a

ll ag

es w

ith d

elay

s in

read

ing,

writ

ing,

and

/or

lang

uage

.

Inst

ruct

or’s

man

ual a

nd re

sour

ce g

uide

offe

r man

y m

ater

ials

to a

ssis

t in

teac

hing

the

cont

ent o

f the

pr

ogra

m, a

s w

ell a

s su

bsta

ntia

l bac

kgro

und

info

rmat

ion

abou

t the

kno

wle

dge

requ

ired

to

effe

ctiv

ely

teac

h th

e co

nten

t.

D

etai

led

Less

on P

lans

for e

ach

unit

tie to

geth

er th

e m

any

mat

eria

ls, s

ourc

es, a

nd a

ctiv

ities

in th

e pr

ogra

m th

at a

re n

eede

d fo

r ins

truct

ion.

Dep

ende

nt o

n te

ache

r’s a

bilit

y to

org

aniz

e th

e cl

ass.

90 m

inut

e re

quire

men

t may

cau

se s

ched

ulin

g pr

oble

ms.

WO

RK

IN P

RO

GR

ESS:

NA

TIO

NA

L SE

CO

ND

AR

Y LI

TER

AC

Y IN

TER

VEN

TIO

N P

RO

GR

AM

INVE

NTO

RY*

Def

inin

g Fe

atur

es

Targ

et

Popu

latio

n Im

plem

enta

tion

Req

uire

men

ts

Impa

ct/L

ocat

ion/

Dur

atio

n o

f Su

cces

sful

Im

plem

enta

tion

Add

ition

al In

form

atio

n

© C

opyr

ight

200

7 St

upsk

i Fou

ndat

ion

- Wor

king

Doc

umen

t

4

1

Q

uest

ions

?

S

end

to: l

itera

cy@

stup

ski.o

rg

Entir

e N

ovem

ber 2

002

Pro

gram

R

evie

w is

ava

ilabl

e at

: w

ww

.fcrr.

org/

FCR

RR

epor

ts/P

DF/

Lang

uage

.pdf

“Res

ourc

e Li

tera

cy G

uide

for

Adol

esce

nt L

itera

cy,”

pag

e 9,

Pr

epar

ed b

y th

e N

atio

nal L

itera

cy

Proj

ect f

or th

e G

ates

Fou

ndat

ion

and

avai

labl

e at

:w

ww

.mau

pinh

ouse

.com

/pdf

/Res

ourc

eG

uide

.pdf

#sea

rch=

%22

%22

a%20

reso

urce

%20

guid

e%20

for%

20A

dole

scen

t%

20Li

tera

cy%

22%

22

Publ

ishe

r Con

tact

Info

rmat

ion:

So

pris

Wes

t 40

93 S

peci

alty

Pla

ce

Long

mon

t, C

O 8

0504

(8

00) 5

47-6

747

ww

w.s

opris

wes

t.com

Sou

rce:

Lear

ning

Poi

nt A

ssoc

iate

s-en

tire

prog

ram

eva

luat

ion

avai

labl

e on

pa

ge 4

2 at

:w

ww

.lear

ning

pt.o

rg/li

tera

cy/a

dole

scen

t/int

erve

ntio

n.pd

f#se

arch

=%22

%22

adol

esc

ent%

20lit

erac

y%20

inte

rven

tion%

20pr

ogra

ms%

22%

22

80 M

iddl

e Sc

hool

s an

d 60

Hig

h S

choo

ls; E

lk G

rove

an

d S

acra

men

to C

ity, C

alifo

rnia

; Utic

a C

omm

unity

Sc

hool

s, M

ichi

gan;

Roa

ring

Fork

Sch

ool D

istri

ct,

Col

orad

o; R

oche

ster

Pub

lic S

choo

l Dis

trict

, M

inne

sota

LIPS

- LIN

DAM

OO

D P

HO

NEM

E SE

QU

ENC

ING

PR

OG

RA

M F

OR

REA

DIN

G, S

PELL

ING

, AN

D S

PEEC

H

Lev

els:

4, 5

Prog

ram

Goa

l: G

oal i

s to

dev

elop

flue

nt re

ader

s an

d co

mpe

tent

spe

llers

.

Con

tent

Attr

ibut

es:

Is a

mul

tisen

sory

sup

plem

enta

l/ in

terv

entio

n pr

ogra

m d

esig

ned

to

inst

ruct

and

impr

ove

phon

emic

aw

aren

ess,

pho

nem

ic d

ecod

ing,

or

thog

raph

ic p

roce

ssin

g, s

ight

wor

d kn

owle

dge

and

spel

ling.

Des

ign

Feat

ures

: In

terv

entio

n is

ver

y in

tens

ive

and

requ

ires

exte

nsiv

e tim

e on

the

part

of

the

teac

her a

nd s

tude

nts.

Ski

lls

deve

lope

d th

roug

h an

ora

l-mot

or,

visu

al, a

nd a

n au

dito

ry fe

edba

ck

syst

em.

Sour

ces

of In

form

atio

n:

Flor

ida

Cen

ter f

or R

eadi

ng R

esea

rch.

En

tire

Apr

il 20

06 P

rogr

am R

evie

w is

av

aila

ble

at:

ww

w.fc

rr.or

g/FC

RR

Rep

orts

/PD

F/LI

Ps.

pdf

Publ

ishe

r Con

tact

Info

rmat

ion:

Ena

bles

in

divi

dual

s of

all

ages

, inc

ludi

ng

spec

ial e

duca

tion

and

ELL

st

uden

ts, t

o id

entif

y,

sequ

ence

and

m

ap le

tters

to

phon

emes

.

Cla

ss R

equi

rem

ents

: C

lass

room

teac

hers

, spe

cial

ists

, spe

ech-

lang

uage

pat

holo

gist

s, tu

tors

, and

pa

rapr

ofes

sion

als

coul

d pr

ovid

e in

stru

ctio

n us

ing

this

pro

gram

.

Mai

n C

ompo

nent

: “h

ands

on”

mat

eria

ls a

nd P

C v

ersi

on

LiP

S ca

n be

util

ized

in w

hole

gro

up, s

mal

l gro

up o

r ind

ivid

ual s

ettin

gs a

s a

prev

entiv

e to

ol o

r int

ensi

ve in

terv

entio

n. W

hen

used

as

an in

tens

ive

inte

rven

tion

it is

reco

mm

ende

d in

divi

dual

s re

ceiv

e in

stru

ctio

n tw

o to

four

hou

rs

a da

y, fi

ve d

ays

a w

eek

for e

ight

-twel

ve w

eeks

.

Prof

essi

onal

Dev

elop

men

t Req

uire

d:

Non

-man

dato

ry 1

-12

day

wor

ksho

ps o

ffere

d- c

usto

miz

ed a

nd o

n-si

te if

des

ired.

C

onfe

renc

es a

nd P

D v

ideo

s al

so a

vaila

ble.

Supp

orts

Pro

vide

d:

Vid

eo c

onfe

renc

e w

orks

hops

are

offe

red

in s

mal

ler s

egm

ents

ove

r lon

ger

perio

ds o

f tim

e, g

ivin

g yo

u pr

ofes

sion

als

the

oppo

rtuni

ty to

pra

ctic

e w

hat t

hey

have

lear

ned

betw

een

sess

ions

and

retu

rn w

ith q

uest

ions

.

Prog

ram

Cos

ts:

Cla

ssro

om k

it $4

80; t

rain

er’s

man

ual $

98; C

D w

ith m

anua

l- $1

00; s

et o

f 4 P

D

vide

os $

240.

Exte

rnal

Res

earc

h:

Per F

CR

R, a

ligns

with

cur

rent

read

ing

rese

arch

in it

s ex

plic

it an

d sy

stem

atic

pre

sent

atio

n of

pho

nem

ic

awar

enes

s an

d ph

onic

s in

stru

ctio

n. N

RP,

rese

arch

st

udie

s in

corp

orat

ing

the

LiP

Spr

ogra

m c

ited

as w

ell

desi

gned

, hig

h qu

ality

rese

arch

hig

hlig

htin

g ef

fect

iven

ess

of d

irect

inst

ruct

ion

in p

hone

mic

aw

aren

ess

and

phon

ics.

Inst

ruct

iona

l con

tent

and

de

sign

of L

iPS

and

the

rese

arch

bas

e su

ppor

ting

its

effic

acy

is s

trong

. Ind

epen

dent

ly g

athe

red

rese

arch

st

udie

s ev

alua

ting

its u

se h

ave

empl

oyed

con

trol

grou

ps a

nd s

tand

ardi

zed

mea

sure

s of

read

ing.

Kenn

edy

& B

ackm

an (1

993)

con

duct

ed a

stu

dy a

t a

nonp

rofit

resi

dent

ial s

choo

l for

stu

dent

s w

ith s

ever

e le

arni

ng d

isab

ilitie

s. T

he a

utho

rs c

ompa

red

the

AD

D

(LiP

S) p

rogr

am w

ith th

e re

gula

r rea

ding

and

spe

lling

cu

rric

ulum

of t

he s

choo

l. In

this

qua

si-e

xper

imen

tal

stud

y, s

tude

nts

wer

e m

atch

ed o

n pr

etes

t acc

ordi

ng to

ag

e (1

1-17

yea

rs o

ld),

gend

er, a

nd s

core

s on

the

WIS

C-R

the

LAC

, SO

RT

and

SA

T-S

p.

Sum

mar

y of

the

rese

arch

sup

port

avai

labl

e at

: w

ww

.fcrr.

org/

FCR

RR

epor

ts/P

DF/

LIP

s.pd

f

Sado

ski a

nd W

illso

n (2

006)

con

duct

ed a

six

yea

r st

udy

in P

uebl

o S

choo

l Dis

trict

60

in C

olor

ado

whe

re

with

eac

h pa

ssin

g ye

ar a

dditi

onal

sch

ools

gra

dual

ly

impl

emen

ted

the

thre

e Li

ndam

ood-

Bel

l Lea

rnin

g

S

yste

mat

ic a

nd e

xplic

it in

stru

ctio

n.

O

rgan

izat

ion

of th

e vo

wel

circ

le to

ass

ist i

n so

und

disc

rimin

atio

n am

ong

vow

els

is h

elpf

ul.

Ses

sion

s de

sign

ed to

bui

ld s

kills

to m

aste

ry.

Com

preh

ensi

ve te

ache

r’s m

anua

l.

D

isco

very

Dia

logu

es in

eac

h se

ctio

n of

the

teac

her’s

m

anua

l fac

ilitat

e ac

cura

te im

plem

enta

tion

by th

e te

ache

r.

Trai

ning

may

not

be

offe

red

at a

con

veni

ent

loca

tion,

and

trai

ning

requ

irem

ents

for t

he L

IPS

pr

ogra

m a

re re

lativ

ely

inte

nse.

LiP

S is

one

of t

hree

pro

duct

s of

fere

d by

Lin

dam

ood

Bel

l Le

arni

ng P

roce

sses

; oth

er tw

o ar

e S

eein

g St

ars

and

Visu

aliz

ing

and

Ver

baliz

ing

(see

bel

ow).

WO

RK

IN P

RO

GR

ESS:

NA

TIO

NA

L SE

CO

ND

AR

Y LI

TER

AC

Y IN

TER

VEN

TIO

N P

RO

GR

AM

INVE

NTO

RY*

Def

inin

g Fe

atur

es

Targ

et

Popu

latio

n Im

plem

enta

tion

Req

uire

men

ts

Impa

ct/L

ocat

ion/

Dur

atio

n o

f Su

cces

sful

Im

plem

enta

tion

Add

ition

al In

form

atio

n

© C

opyr

ight

200

7 St

upsk

i Fou

ndat

ion

- Wor

king

Doc

umen

t

4

2

Q

uest

ions

?

S

end

to: l

itera

cy@

stup

ski.o

rg

Lind

amoo

d B

ell

416

Hig

uera

Stre

et

San

Luis

Obi

spo,

CA

934

01

(805

) 541

-383

6w

ww

.lind

amoo

dbel

l.com

/pro

gram

s/

Proc

esse

s (L

BLP

) pro

gram

s. T

he s

tudy

beg

an in

one

sc

hool

and

by

the

end

of th

e si

x ye

ars

31 s

choo

ls

wer

e in

clud

ed.

An

abst

ract

of t

he re

port

is a

vaila

ble

on th

e pu

blis

her’s

web

site

at

ww

w.lb

lp.c

om/re

sear

ch/s

ados

ki-a

bstra

ct.h

tml.

The

re

port

is a

lso

avai

labl

e in

the

Amer

ican

Edu

catio

nal

Res

earc

h Jo

urna

l, Sp

ring

2006

, Vol

ume

43, N

o. 1

, pp

. 137

-154

.

Sam

ple

Impl

emen

tatio

n Si

tes:

H

as L

earn

ing

Cen

ters

in M

obile

Ala

bam

a; n

umer

ous

loca

tions

in C

alifo

rnia

; Den

ver,

Col

orad

o; M

iam

i, Ta

mpa

, and

Wes

ton,

Flo

rida;

Atla

nta

and

Gw

inne

tt C

ount

y, G

eorg

ia; I

ndia

napo

lis, I

ndia

na, N

ew Y

ork

City

and

Lon

g Is

land

, New

Yor

k; P

hila

delp

hia;

Se

attle

; Was

hing

ton,

D.C

.; D

arie

n, C

onne

ctic

ut;

Chi

cago

, Illin

ois;

Bos

ton;

Birm

ingh

am, M

ichi

gan;

M

orris

tow

n, N

ew J

erse

y; C

harlo

tte, N

C; M

emph

is,

Dal

las

PHO

NO

-GR

APH

IX

L

evel

s: 4

, 5

Prog

ram

Goa

l: Pr

ogra

m’s

goa

ls a

re fl

uent

and

ac

cura

te re

adin

g an

d sp

ellin

g w

ith a

n em

phas

is o

n st

rate

gy in

stru

ctio

n ra

ther

th

an ru

le m

emor

izat

ion.

Can

be

used

as

a su

pple

men

t to

a sc

hool

’s c

ore

read

ing

curr

icul

um. I

s st

rong

eno

ugh,

how

ever

, to

be u

sed

as

the

mai

n m

etho

d to

get

stu

dent

s up

an

d go

ing

with

beg

inni

ng re

adin

g sk

ills

in p

hone

mic

aw

aren

ess

and

phon

ics.

Con

tent

Attr

ibut

es:

Base

d on

pho

nem

ic a

war

enes

s an

d al

phab

etic

cod

e kn

owle

dge.

Des

ign

Feat

ures

: Is

a s

truct

ured

, sys

tem

atic

, mul

ti-se

nsor

y re

adin

g an

d sp

ellin

g pr

ogra

m

Sour

ces

of In

form

atio

n:

Flor

ida

Cen

ter f

or R

eadi

ng R

esea

rch.

En

tire

Nov

embe

r 200

2 P

rogr

am

Rev

iew

is a

vaila

ble

at:

ww

w.fc

rr.or

g/FC

RR

Rep

orts

/PD

F/P

hon

o_G

raph

ix_R

epor

t.pdf

Publ

ishe

r Con

tact

Info

rmat

ion:

Des

igne

d fo

r st

rugg

ling

read

ers,

and

for

stud

ents

who

ha

ve b

een

diag

nose

d w

ith a

re

adin

g di

sabi

lity.

Cla

ss R

equi

rem

ents

: A

cla

ssro

om te

ache

r, re

adin

g sp

ecia

list o

r men

tor v

olun

teer

can

teac

h Ph

ono-

Gra

phix

in a

var

iety

of i

nstru

ctio

nal s

ettin

gs. 1

-on-

1 or

sm

all g

roup

pre

sent

atio

n of

inst

ruct

ion

is e

ncou

rage

d bu

t the

pro

gram

can

als

o be

use

d fo

r a la

rger

gr

oup.

Mai

n C

ompo

nent

s: M

ater

ials

incl

uded

in th

e cl

assr

oom

kit

are

a te

ache

r’s

man

ual w

ith s

cope

and

seq

uenc

e, le

sson

pla

ns, r

epro

duci

ble

wor

kshe

ets,

a

whi

te b

oard

for e

rror

cor

rect

ion,

and

a d

iagn

ostic

kit

with

oth

er a

cces

sorie

s.

Prof

essi

onal

Dev

elop

men

t Req

uire

d:

Trai

ning

pro

vide

d on

thei

r onl

ine

certi

ficat

ion

cour

se o

r at a

nea

rby

train

ing

even

t.

Supp

orts

Pro

vide

d:

A w

eb b

ased

sup

port

syst

em fo

r tea

chin

g P

hono

-Gra

phix

at h

ome,

or i

n a

clin

ic

or c

lass

room

. Tr

aini

ng a

lso

qual

ifies

indi

vidu

al to

be

a m

embe

r of t

heir

inte

rnat

iona

l org

aniz

atio

n of

lite

racy

pro

fess

iona

ls.

Prog

ram

Cos

ts:

Wor

d W

ork

Kit:

$17

5 In

tern

ship

Cou

rse

for 5

teac

hers

: $1

,350

Exte

rnal

Res

earc

h:

Per F

CR

R, i

nstru

ctio

nal c

onte

nt a

nd d

esig

n of

Ph

ono-

Gra

phix

is b

ased

on

rese

arch

in th

at it

util

izes

a

very

sys

tem

atic

met

hod

to te

ach

read

ing

and

incl

udes

the

criti

cal e

lem

ents

of b

egin

ning

read

ing.

Th

is m

etho

d of

inst

ruct

ion

has

been

effe

ctiv

e in

im

prov

ing

wor

d re

adin

g sk

ills in

a s

hort

amou

nt o

f tim

e fo

r stu

dent

s di

agno

sed

with

lear

ning

dis

abilit

ies

as w

ell a

s th

ose

who

are

stru

gglin

g to

lear

n to

read

.

Orig

inal

clin

ical

rese

arch

on

the

prog

ram

was

co

nduc

ted

at th

e R

ead

Am

eric

a cl

inic

in O

rland

o,

Flor

ida.

The

resu

lts o

f thi

s st

udy

wer

e pu

blis

hed

in

the

Ann

als

of D

ysle

xia,

the

rese

arch

jour

nal o

f the

In

tern

atio

nal D

ysle

xia

Soc

iety

(McG

uinn

ess,

M

cGui

nnes

s, &

McG

uinn

ess,

199

6). T

his

peer

-re

view

ed jo

urna

l arti

cle

used

a q

uasi

-exp

erim

enta

l de

sign

with

pre

-test

/pos

t-tes

t com

paris

ons

and

no

cont

rol g

roup

. O

ther

stu

dies

repo

rted

by s

choo

ls

refle

ctin

g si

mila

r pos

itive

resu

lts a

re re

porte

d on

the

Rea

d Am

eric

a w

ebsi

te: h

ttp://

ww

w.re

adam

eric

a.ne

t/.

Sum

mar

y of

the

rese

arch

sup

port

avai

labl

e at

: w

ww

.fcrr.

org/

FCR

RR

epor

ts/P

DF/

Pho

no_G

raph

ix_R

epo

rt.pd

f

The

publ

ishe

r als

o pr

ovid

es li

nks

to th

ird p

arty

fiel

d re

sear

ch re

sults

on

its w

ebsi

te a

t:

ww

w.re

adam

eric

a.ne

t/res

earc

h.as

pan

d cl

inic

al re

sear

ch a

t:

P

rogr

am is

hig

hly

adap

tabl

e an

d ca

n be

im

plem

ente

d in

a v

arie

ty o

f set

tings

.

Can

be

taug

ht b

y pr

ofes

sion

als

and/

or m

ento

r vo

lunt

eers

due

to th

e cl

arity

and

con

cise

ness

of

lang

uage

.

Te

ache

rs le

arn

the

subs

kills

und

erly

ing

the

read

ing

proc

ess.

S

tude

nts

lear

n th

e su

bski

lls o

f Pho

no-G

raph

ix b

y re

info

rcem

ent t

hrou

gh s

ente

nce

and

text

read

ing

rath

er th

an ro

te m

emor

izat

ion

of ru

les

and

isol

ated

dr

ill e

xerc

ises

.

R

epet

ition

and

err

or c

orre

ctio

n w

ith a

ppro

pria

te

scaf

fold

ing

are

built

into

the

prog

ram

ens

urin

g m

aste

ry.

Mul

tisen

sory

app

roac

h to

Pho

no-G

raph

ix c

an b

e a

pow

erfu

l too

l sin

ce s

tude

nts

are

activ

ely

enga

ged:

th

ey h

ear,

see,

say

, mov

e so

und

pict

ures

and

writ

e so

und

pict

ures

in a

left-

to-ri

ght s

eque

nce.

Bec

ause

the

prog

ram

em

phas

izes

pos

itive

, spe

cific

fe

edba

ck, t

he e

ffort

of th

e st

uden

t is

alw

ays

valid

ated

.

WO

RK

IN P

RO

GR

ESS:

NA

TIO

NA

L SE

CO

ND

AR

Y LI

TER

AC

Y IN

TER

VEN

TIO

N P

RO

GR

AM

INVE

NTO

RY*

Def

inin

g Fe

atur

es

Targ

et

Popu

latio

n Im

plem

enta

tion

Req

uire

men

ts

Impa

ct/L

ocat

ion/

Dur

atio

n o

f Su

cces

sful

Im

plem

enta

tion

Add

ition

al In

form

atio

n

© C

opyr

ight

200

7 St

upsk

i Fou

ndat

ion

- Wor

king

Doc

umen

t

4

3

Q

uest

ions

?

S

end

to: l

itera

cy@

stup

ski.o

rg

Rea

d Am

eric

a P.

O. B

ox 1

246

Mou

nt D

ora,

FL

3275

6 w

ww

.read

amer

ica.

net

ww

w.re

adam

eric

a.ne

t/Pag

eA1L

ink.

asp

Sam

ple

Impl

emen

tatio

n Si

tes:

Si

tes

in th

e re

sear

ch re

sults

incl

ude

Orla

ndo,

FL;

G

ains

ville

, FL;

and

Phi

llips

burg

, NJ

REA

CH

SYS

TEM

Leve

ls:

4, 5

Prog

ram

Goa

l: Fo

r stu

dent

s to

acc

eler

ate

in re

adin

g an

d la

ngua

ge a

rts in

ord

er to

su

cces

sful

ly re

ad o

n gr

ade

leve

l.

Con

tent

Attr

ibut

es:

Is a

com

preh

ensi

ve re

adin

g, w

ritin

g,

and

oral

lang

uage

inte

rven

tion

prog

ram

.

Des

ign

Feat

ures

: R

EA

CH

is a

com

pila

tion

of p

rogr

ams

publ

ishe

d by

SR

A th

at in

clud

e:

Cor

rect

ive

Rea

ding

(see

revi

ew

abov

e).

Rea

soni

ng a

nd W

ritin

g,

Spel

ling

Thro

ugh

Mor

phog

raph

s, a

nd

Hig

h N

oon

Cha

pter

Boo

ks. T

he

Sys

tem

Gui

de in

tegr

ates

thes

e pr

ogra

ms

to p

rese

nt th

e es

sent

ial

com

pone

nts

of re

adin

g in

stru

ctio

n an

d al

so p

rovi

des

supp

lem

enta

l mat

eria

ls.

Sour

ces

of In

form

atio

n:

Flor

ida

Cen

ter f

or R

eadi

ng R

esea

rch.

En

tire

Dec

embe

r 200

4 P

rogr

am

Rev

iew

is a

vaila

ble

at:

ww

w.fc

rr.or

g/FC

RR

Rep

orts

/PD

F/R

EA

CH

7.pd

f

Publ

ishe

r Con

tact

Info

rmat

ion:

Sc

ienc

e R

esea

rch

Asso

ciat

es

(SR

A)/M

cGra

w-H

ill

220

Eas

t Dan

ield

ale

Roa

dD

esot

o, T

X 7

5115

-249

088

8.77

2.45

43

ww

w.s

raon

line.

com

For s

tude

nts

in

grad

es 4

thro

ugh

8 w

ho a

re

read

ing

belo

w

grad

e le

vel.

It is

al

so a

ppro

pria

te

for h

igh

scho

ol

stud

ents

who

are

fu

nctio

ning

bel

ow

the

8th

grad

ele

vel i

n re

adin

g.

Cla

ss R

equi

rem

ents

: Th

e cl

assr

oom

teac

her d

eliv

ers

who

le c

lass

inst

ruct

ion

in a

four

per

iod

bloc

k of

tim

e, o

r a m

inim

um o

f 2 1

/2 to

3 h

ours

, tho

ugh

this

sch

edul

e ca

n be

cus

tom

ized

as

nee

ded

for s

horte

r per

iods

of t

ime.

Mai

n C

ompo

nent

s: T

each

er m

ater

ials

incl

ude

a S

ched

ulin

g Se

ctio

n, w

hich

co

ntai

ns d

aily

less

on p

lan

char

ts to

gui

de th

e te

ache

r in

setti

ng g

oals

for

stud

ents

for e

ach

sem

este

r and

det

ails

how

to u

se th

e co

mpo

nent

s on

a d

aily

ba

sis.

Prof

essi

onal

Dev

elop

men

t Req

uire

d:

Initi

al tr

aini

ng in

volv

es a

2-d

ay p

rogr

am.

Addi

tiona

l sup

port

prov

ided

thro

ugh

a se

t of 6

vid

eota

pes.

Supp

orts

Pro

vide

d:

Ong

oing

sup

port

is c

usto

miz

ed d

epen

ding

on

the

need

s of

eac

h pa

rticu

lar

situ

atio

n an

d at

the

requ

est o

f the

dis

trict

or b

uild

ing

leve

l adm

inis

trato

rs

Prog

ram

Cos

ts:

Sta

rter s

et G

rade

s 4-

6: $

2,33

4.

Sta

rter s

et G

rade

s 6-

12:

$2,1

99

Exte

rnal

Res

earc

h:

Per F

CR

R, t

he in

stru

ctio

nal c

onte

nt a

nd d

esig

n of

the

RE

AC

H S

yste

m is

con

sist

ent w

ith s

cien

tific

ally

bas

ed

read

ing

rese

arch

. How

ever

, whe

reas

the

elem

ents

of

the

syst

em h

ave

prod

uced

stu

dent

read

ing

grow

th in

re

adin

g an

d sp

ellin

g in

pre

viou

s st

udie

s, in

the

abse

nce

of c

ontro

l gro

ups

it is

unc

lear

whe

ther

this

gr

owth

can

be

ascr

ibed

to th

e co

mpo

nent

s of

the

RE

AC

H S

yste

m. W

hile

a re

ason

able

leve

l of

empi

rical

sup

port

for s

ever

al o

f the

com

pone

nts

with

th

e R

EA

CH

sys

tem

exi

sts,

ther

e is

no

exte

rnal

re

sear

ch to

dat

e on

the

com

preh

ensi

ve s

yste

m it

self.

O

ne o

f its

maj

or c

ompo

nent

s, C

orre

ctiv

e R

eadi

ng, i

s re

view

ed a

bove

.

Sum

mar

y of

rese

arch

sup

port

ava

ilabl

e at

: w

ww

.fcrr.

org/

FCR

RR

epor

ts/P

DF/

RE

AC

H7.

pdf

Sam

ple

Impl

emen

tatio

n Si

tes:

Bu

ffalo

Pub

lic S

choo

ls, N

ew Y

ork,

Cal

iforn

ia s

choo

ls

in S

an F

ranc

isco

, Pal

m S

prin

gs, S

acra

men

to, P

ort

Hue

nem

e, S

tock

ton,

Lak

e Ta

hoe,

; Che

yenn

e,

Wyo

min

g

Le

sson

s ar

e ex

plic

it an

d sy

stem

atic

.

Sca

ffold

ing

and

cum

ulat

ive

revi

ew a

re p

rom

inen

t.

Th

e S

yste

m G

uide

pro

vide

s a

clea

r pla

n fo

r in

tegr

atin

g in

stru

ctio

n ac

ross

the

prog

ram

’s fo

ur

com

pone

nts.

Teac

her r

esou

rces

and

trai

ning

are

read

ily a

vaila

ble

to h

elp

the

teac

her u

nder

stan

d th

e ra

tiona

le fo

r the

in

stru

ctio

nal a

ppro

ach.

Spe

lling

, writ

ing,

ora

l lan

guag

e, m

otiv

atio

n, a

nd

liste

ning

com

preh

ensi

on a

re a

ddre

ssed

.

Stu

dent

s ar

e re

peat

edly

exp

osed

to v

ocab

ular

y in

m

any

cont

exts

.

Opp

ortu

nitie

s fo

r gen

erat

ing

ques

tions

to im

prov

e en

gage

men

t with

text

are

not

evi

dent

.

WO

RK

IN P

RO

GR

ESS:

NA

TIO

NA

L SE

CO

ND

AR

Y LI

TER

AC

Y IN

TER

VEN

TIO

N P

RO

GR

AM

INVE

NTO

RY*

Def

inin

g Fe

atur

es

Targ

et

Popu

latio

n Im

plem

enta

tion

Req

uire

men

ts

Impa

ct/L

ocat

ion/

Dur

atio

n o

f Su

cces

sful

Im

plem

enta

tion

Add

ition

al In

form

atio

n

© C

opyr

ight

200

7 St

upsk

i Fou

ndat

ion

- Wor

king

Doc

umen

t

4

4

Q

uest

ions

?

S

end

to: l

itera

cy@

stup

ski.o

rg

REA

D 1

80

Leve

l: 3

Prog

ram

Goa

l: Pr

ogra

m g

oals

are

to in

crea

se th

e st

uden

ts’ d

ecod

ing,

flue

ncy,

and

co

mpr

ehen

sion

ski

lls.

Con

tent

Attr

ibut

es:

Dire

ct e

xplic

it co

mpr

ehen

sion

in

stru

ctio

n. P

honi

cs, f

luen

cy,

voca

bula

ry, a

nd c

ompr

ehen

sion

are

in

corp

orat

ed, i

n va

ryin

g de

gree

s.

Des

ign

Feat

ures

: Te

chno

logy

driv

en.

Pro

gram

use

s gu

ided

ora

l rea

ding

pro

cedu

res

to

impr

ove

wor

d re

cogn

ition

, flu

ency

, and

co

mpr

ehen

sion

. M

ultim

edia

pro

gram

on

CD

s w

ith fu

ll m

otio

n vi

deo

to

prov

ide

sche

ma/

men

tal s

et.

Text

-ba

sed

colla

bora

tive

lear

ning

, stra

tegi

c tu

torin

g. C

lass

room

- bas

ed w

ith a

te

chno

logy

com

pone

nt-

Con

tain

s se

vera

l typ

es o

f ass

essm

ent.

Sour

ces

of In

form

atio

n:

Flor

ida

Cen

ter f

or R

eadi

ng R

esea

rch.

En

tire

Oct

ober

200

4 Pr

ogra

m R

evie

w

is a

vaila

ble

at:

ww

w.fc

rr.or

g/FC

RR

Rep

orts

/PD

F/R

EA

D18

0Fin

al.p

df

“Res

ourc

e Li

tera

cy G

uide

for

Adol

esce

nt L

itera

cy,”

pag

e 23

, Pr

epar

ed b

y th

e N

atio

nal L

itera

cy

Proj

ect f

or th

e G

ates

Fou

ndat

ion

and

avai

labl

e at

:w

ww

.mau

pinh

ouse

.com

/pdf

/Res

ourc

eG

uide

.pdf

#sea

rch=

%22

%22

a%20

reso

urce

%20

guid

e%20

for%

20A

dole

scen

t%

20Li

tera

cy%

22%

22

Publ

ishe

r Con

tact

Info

rmat

ion:

Sc

hola

stic

55

7 B

road

way

N

ew Y

ork,

New

Yor

k 10

012

(800

) 724

-652

7 w

ww

.sch

olas

tic.c

om

A c

ompr

ehen

sive

re

adin

g in

terv

entio

n pr

ogra

m fo

r st

rugg

ling

read

ers

in g

rade

s fo

ur th

roug

h tw

elve

. P

rogr

am

is a

vaila

ble

for

Spa

nish

la

ngua

ge

read

ers.

Cla

ss R

equi

rem

ents

: Te

chno

logy

-bas

ed d

aily

less

on, y

earlo

ng.

Dep

ende

nt o

n fa

cilit

atin

g te

ache

r for

m

onito

ring.

The

pro

gram

invo

lves

inte

ract

ive

text

read

ing

adju

sted

to s

tude

nts’

as

sess

ed re

adin

g le

vel,

spel

ling

and

wor

d st

udy,

ass

essm

ent a

nd re

cord

ke

epin

g, p

aper

back

boo

ks le

vele

d to

mat

ch s

tude

nts,

aud

io c

asse

ttes

for e

ach

book

with

com

preh

ensi

on p

rom

pts,

all

set u

p in

a 9

0 ro

tatio

n in

gro

ups

of 5

st

uden

ts (5

on

the

com

pute

r, 5

sile

ntly

read

ing,

5 in

teac

her l

ed in

stru

ctio

n).

Dai

ly le

sson

con

sist

s of

:

Who

le g

roup

inst

ruct

ion

Sm

all g

roup

dire

ct in

stru

ctio

n

REA

D 1

80 S

oftw

are

R

eadi

ng a

nd W

ritin

g Sk

ills P

ract

ice

W

hole

gro

up d

irect

inst

ruct

ion

Mai

n C

ompo

nent

s:

o S

oftw

are

that

add

ress

es s

peci

fic re

adin

g pr

oble

ms

o T

each

er-d

irect

ed in

stru

ctio

nal m

ater

ials

for i

nstru

ctio

n in

com

preh

ensi

on,

voca

bula

ry, w

ord

stud

y, a

nd w

ritin

g o

Aud

io b

ooks

for m

odel

ed re

adin

g o

Pap

erba

cks

for i

ndep

ende

nt re

adin

g o

Ass

essm

ent s

yste

m

Pro

gres

s M

onito

ring:

Sch

olas

tic R

eadi

ng In

vent

ory

(SR

I) us

ed fo

r pla

cem

ent

and

prog

ress

mon

itorin

g us

ing

Lexi

le fr

amew

ork.

Ass

essm

ents

als

o em

bedd

ed

in a

sof

twar

e pr

ogra

m th

at m

akes

inst

ruct

iona

l dec

isio

ns o

n th

e ba

sis

of

asse

ssm

ent d

ata

Prof

essi

onal

Dev

elop

men

t Req

uire

d:

One

-day

lead

ersh

ip tr

aini

ng; 2

day

s of

in-s

ervi

ce tr

aini

ng a

t im

plem

enta

tion,

on

line

cour

se, 8

hal

f-day

sem

inar

s, re

adin

g co

urse

s. A

dmin

istra

tor t

rain

ing

in

how

to s

uppo

rt te

ache

rs a

lso

avai

labl

e. P

D c

an b

e cu

stom

ized

to m

eet t

he

need

s of

its

parti

cipa

nts.

Supp

orts

Pro

vide

d:

Ong

oing

ass

ista

nce

and

coac

hing

is a

vaila

ble

for t

each

ers

at a

n ex

tra c

ost.

Prog

ram

Cos

ts:

$40

,000

for 6

0 st

uden

ts fo

r mat

eria

ls a

nd tr

aini

ng

Sou

rce:

Lear

ning

Poi

nt A

ssoc

iate

s-en

tire

prog

ram

eva

luat

ion

avai

labl

e on

pa

ge 5

7 at

:w

ww

.lear

ning

pt.o

rg/li

tera

cy/a

dole

scen

t/int

erve

ntio

n.pd

f#se

arch

=%22

%22

adol

esc

ent%

20lit

erac

y%20

inte

rven

tion%

20pr

ogra

ms%

22%

22

Exte

rnal

Res

earc

h:

Per F

CR

R, t

he in

stru

ctio

nal c

onte

nt a

nd d

esig

n of

R

EA

D 1

80 is

con

sist

ent w

ith c

urre

nt re

adin

g re

sear

ch. T

here

is a

beg

inni

ng le

vel o

f res

earc

h su

ppor

t for

the

use

of R

EAD

180

as

an in

terv

entio

n to

te

ach

inte

rmed

iate

stu

dent

s ne

cess

ary

com

preh

ensi

on s

kills

. How

ever

, fut

ure

rand

om

assi

gnm

ent s

tudi

es a

re n

eede

d to

bet

ter s

uppo

rt th

e ef

ficac

y of

this

cur

ricul

um.

One

larg

e st

udy,

con

duct

ed b

y In

tera

ctiv

e,

Inco

rpor

ated

in 2

002,

exa

min

ed th

e ef

fect

s of

RE

AD

180

on re

adin

g ac

hiev

emen

t of l

ow p

erfo

rmin

g st

uden

ts in

mid

dle

scho

ols

with

in s

even

mem

ber

dist

ricts

of t

he C

ounc

il of

Gre

at C

ity S

choo

ls. D

ata

are

avai

labl

e fo

r the

follo

win

g di

stric

ts: B

osto

n M

A;

Col

umbu

s O

H; D

alla

s TX

; and

Hou

ston

TX.

Alth

ough

th

e st

udy

inte

nded

to in

clud

e ra

ndom

ass

ignm

ent,

seve

ral s

ites

repo

rted

usin

g qu

asi-e

xper

imen

tal

cont

rol g

roup

s in

stea

d.

Anot

her s

tudy

was

con

duct

ed in

eig

hth

grad

e cl

assr

oom

s in

the

Los

Ange

les

Uni

fied

Scho

ol

Dis

trict

. The

se re

sults

pro

vide

pre

limin

ary

supp

ort f

or

the

effic

acy

of R

ead

180,

alth

ough

the

lack

of r

ando

m

assi

gnm

ent m

eans

that

som

e cl

assr

oom

and

sch

ool-

base

d va

riatio

ns m

ay b

e pa

rtly

resp

onsi

ble

for t

he

findi

ngs.

Su

mm

ary

of th

e re

sear

ch s

uppo

rt av

aila

ble

at:

ww

w.fc

rr.or

g/FC

RR

Rep

orts

/PD

F/R

EA

D18

0Fin

al.p

dfPo

licy

Stu

dies

Ass

ocia

tes,

und

er c

ontra

ct fr

om th

e pu

blis

her,

cond

ucte

d re

sear

ch in

Pho

enix

Uni

on H

S

Dis

trict

in 2

003-

2005

and

doc

umen

ted

out

perfo

rman

ce w

ith R

EAD

180

. Th

is s

tudy

and

oth

er

third

par

ty re

sear

ch re

sults

are

ava

ilabl

e on

pu

blis

her’s

web

: ht

tp://

teac

her.s

chol

astic

.co m

/pro

duct

s/re

sear

ch/in

terv

entio

n.ht

m.

Sam

ple

Impl

emen

tatio

n Si

tes:

Sc

hool

s/di

stric

ts h

ighl

ight

ed in

the

effic

acy

stud

ies

incl

ude

NYC

Dis

trict

23,

Des

Moi

nes,

Los

Ang

eles

an

d A

nahe

im U

nifie

d Sc

hool

Dis

trict

s, P

hoen

ix a

nd

Gle

ndal

e U

nion

Hig

h S

choo

l Dis

trict

s; C

lark

Cou

nty,

N

evad

a; B

osto

n; C

olum

bus;

Dal

las,

Hou

ston

, Aus

tin,

and

Soc

orro

ISD

s in

Tex

as; D

es M

oine

s, Io

wa;

St.

Paul

; New

Yor

k C

ity P

ublic

Sch

ools

; Hol

yoke

and

Br

ockt

on, M

A; N

ew O

rlean

s; S

usse

x C

ount

y, D

E;

Irede

ll C

ount

y, N

C; S

anta

Ros

a C

ount

y an

d M

iam

i D

ade,

Flo

rida;

Fai

rfax,

Virg

inia

; Kirk

woo

d, M

O

O

ne-o

n-on

e m

ento

ring

prov

ides

enc

oura

gem

ent

and

supp

ort t

o st

uden

ts m

ost i

n ne

ed o

f suc

h re

info

rcem

ent.

Res

earc

h-ba

sed

com

preh

ensi

on in

stru

ctio

nal

tech

niqu

es a

re u

sed.

Rep

etiti

on o

f and

mul

tiple

exp

osur

es to

voc

abul

ary

and

imm

edia

te c

orre

ctiv

e fe

edba

ck a

re p

rovi

ded.

Sca

ffold

ing

is c

onsi

sten

tly p

rovi

ded

thro

ugho

ut th

e pr

ogra

m.

Uni

vers

al a

cces

sibi

lity

feat

ures

(adj

usta

ble

font

siz

e,

keyb

oard

nav

igat

ion,

text

cap

tioni

ng) a

re in

clud

ed.

C

lass

room

man

agem

ent i

s ke

y si

nce

stud

ents

mus

t be

eng

aged

in le

arni

ng w

hile

at e

ach

stat

ion

in o

rder

to

ben

efit

from

inst

ruct

ion.

Dep

ende

nt o

n fa

cilit

atin

g te

ache

r for

mon

itorin

g.

E

xpen

sive

WO

RK

IN P

RO

GR

ESS:

NA

TIO

NA

L SE

CO

ND

AR

Y LI

TER

AC

Y IN

TER

VEN

TIO

N P

RO

GR

AM

INVE

NTO

RY*

Def

inin

g Fe

atur

es

Targ

et

Popu

latio

n Im

plem

enta

tion

Req

uire

men

ts

Impa

ct/L

ocat

ion/

Dur

atio

n o

f Su

cces

sful

Im

plem

enta

tion

Add

ition

al In

form

atio

n

© C

opyr

ight

200

7 St

upsk

i Fou

ndat

ion

- Wor

king

Doc

umen

t

4

5

Q

uest

ions

?

S

end

to: l

itera

cy@

stup

ski.o

rg

REA

D N

ATU

RA

LLY

Lev

els:

3

Prog

ram

Goa

l: Pr

ovid

e st

uden

ts w

ith a

tool

to d

evel

op

read

ing

fluen

cy.

Mot

ivat

ed b

y re

sear

ch in

dica

ting

that

co

mpr

ehen

sion

and

flue

ncy

are

high

ly

corr

elat

ed.

Con

tent

Atr

ibut

es:

A su

pple

men

tal f

luen

cy p

rogr

am

desi

gned

to d

evel

op in

read

ers

the

skills

nec

essa

ry fo

r flu

ent a

nd

effo

rtles

s re

adin

g: s

peed

, acc

urac

y an

d pr

oper

exp

ress

ion.

Des

ign

Feat

ures

: Th

ree

stra

tegi

es th

at fi

gure

pro

min

ently

in

the

prog

ram

are

read

ing

alon

g w

ith a

flu

ent m

odel

, ind

ivid

ual r

epea

ted

read

ings

of t

he s

ame

pass

age

at th

e st

uden

t’s re

adin

g le

vel,

and

prog

ress

m

onito

ring.

The

five

crit

ical

co

mpo

nent

s of

read

ing

inst

ruct

ion

may

be

foun

d in

var

ying

deg

rees

with

in th

e R

ead

Nat

ural

ly p

rogr

am.

Sour

ces

of In

form

atio

n:

Flor

ida

Cen

ter f

or R

eadi

ng R

esea

rch.

En

tire

Oct

ober

200

3 Pr

ogra

m R

evie

w

is a

vaila

ble

at:

ww

w.fc

rr.or

g/FC

RR

Rep

orts

/PD

F/re

ad_

natu

rally

_fin

al.p

df

“Res

ourc

e Li

tera

cy G

uide

for

Adol

esce

nt L

itera

cy,”

pag

e 21

, Pr

epar

ed b

y th

e N

atio

nal L

itera

cy

Proj

ect f

or th

e G

ates

Fou

ndat

ion

and

avai

labl

e at

:w

ww

.mau

pinh

ouse

.com

/pdf

/Res

ourc

eG

uide

.pdf

#sea

rch=

%22

%22

a%20

reso

urce

%20

guid

e%20

for%

20A

dole

scen

t%

20Li

tera

cy%

22%

22

Publ

ishe

r Con

tact

Info

rmat

ion:

R

ead

Nat

ural

ly, I

nc.

750

S. P

laza

Driv

e #1

00

Sain

t Pau

l, M

N 5

5120

(8

00) 7

88-4

085,

w

ww

.read

natu

rally

.com

Stu

dent

s of

any

ag

e m

ay u

se th

is

prog

ram

, fro

m

begi

nnin

g re

ader

s ab

le to

re

adap

prox

imat

ely

50

wor

ds, t

o ad

ult

read

ers

expe

rienc

ing

diffi

culty

with

flu

ency

. May

be

used

flex

ibly

as

a su

pple

men

t to

prov

ide

extra

pr

actic

e fo

r yo

ung

read

ers,

fo

r stu

dent

s le

arni

ng th

e E

nglis

h la

ngua

ge, a

nd a

s an

inte

rven

tion

for s

trugg

ling

read

ers.

Cla

ss R

equi

rem

ents

: Le

nds

itsel

f to

use

in a

var

iety

of s

ettin

gs:

the

gene

ral c

lass

room

, res

ourc

e ro

om, m

edia

cen

ter,

com

pute

r lab

, a m

ulti-

leve

l cla

ssro

om, o

r an

Ext

ende

d D

ay

Pro

gram

. Alth

ough

the

prog

ram

may

be

supe

rvis

ed b

y a

teac

her,

an

inst

ruct

iona

l ass

ista

nt, o

r a p

aren

t vol

unte

er, u

ltim

atel

y th

e te

ache

r mus

t ov

erse

e its

use

to e

nsur

e pr

oper

impl

emen

tatio

n an

d to

bec

ome

fam

iliar w

ith

stud

ents

’ pro

gres

s.

Inte

nded

to b

e im

plem

ente

d fo

r a m

inim

um o

f thr

ee, 3

0-m

inut

e se

ssio

ns e

ach

w

eek.

Mai

n C

ompo

nent

s: T

each

er’s

Man

ual i

s cl

ear a

nd c

ompr

ehen

sive

and

pr

ovid

es d

etai

led

desc

riptio

ns fo

r eac

h st

ep o

f the

pro

gram

with

hel

pful

su

gges

tions

for v

ario

us a

dapt

atio

ns.

Prof

essi

onal

Dev

elop

men

t Req

uire

d:

Free

info

rmat

ion

and

advi

ce a

s w

ell a

s te

chni

cal a

ssis

tanc

e ar

e av

aila

ble

and

enco

urag

ed b

y ca

lling

the

com

pany

. Fu

ll da

y tra

inin

g se

min

ars

avai

labl

e fo

r a

fee.

Ful

l tra

inin

g al

so a

vaila

ble

via

vide

otap

e

Supp

orts

Pro

vide

d:

Free

info

rmat

ion

and

advi

ce a

s w

ell a

s te

chni

cal a

ssis

tanc

e ar

e av

aila

ble

and

enco

urag

ed b

y ca

lling

the

com

pany

.

Prog

ram

Cos

ts:

Sol

d by

the

unit

from

.8 to

7.0

gra

de/re

adin

g le

vels

eac

h w

ith p

re-re

cord

ed

tape

s to

go

with

the

read

ing

sele

ctio

ns.

$105

Aud

io C

Ds

per l

evel

(23

leve

ls).

$10

0 ca

sset

tes

per l

evel

. As

sess

men

t pa

ckag

e fo

r sin

gle

user

lice

nse

up to

75

stud

ents

is $

600

Exte

rnal

Res

earc

h:

Per F

CR

R, t

he re

peat

ed re

adin

g st

rate

gies

use

d by

R

ead

Nat

ural

ly h

ave

been

val

idat

ed th

roug

h re

sear

ch

as b

eing

effe

ctiv

e fo

r inc

reas

ing

a st

uden

t’s re

adin

g sp

eed

and

accu

racy

.

In a

n ur

ban

Min

neso

ta s

choo

l, da

ta w

as c

olle

cted

ov

er a

six

yea

r per

iod

on lo

w p

erfo

rmin

g se

cond

and

th

irdgr

ader

s re

ceiv

ing

inst

ruct

ion

usin

g th

e R

ead

Nat

ural

ly p

rogr

am, a

lthou

gh n

o co

ntro

l gro

up w

as

used

. (H

asbr

ouck

, Ihn

ot, &

Rog

ers,

199

9)

A st

udy

in M

ichi

gan

eval

uate

d th

e ef

fect

s of

the

Rea

dN

atur

ally

pro

gram

with

Spe

cial

Edu

catio

n st

uden

ts in

gr

ades

3-8

. Th

e re

sults

indi

cate

d th

at s

peci

al

educ

atio

n st

uden

ts u

sing

Rea

d N

atur

ally

mad

e gr

eate

r gai

ns th

an g

ener

al e

duca

tion

stud

ents

who

di

d no

t rec

eive

inst

ruct

ion

with

Rea

d N

atur

ally

.Al

thou

gh th

e ga

ins

wer

e en

cour

agin

g, s

tude

nts

wer

e no

t equ

ival

ent a

t pre

test

ing,

and

with

out a

n ex

perim

enta

l des

ign

incl

udin

g ra

ndom

ass

ignm

ent.

One

add

ition

al s

tudy

that

incl

uded

156

stu

dent

s fro

m

four

sch

ools

in M

inne

sota

dur

ing

the

2003

-200

4 sc

hool

yea

r com

pare

d th

e ef

fect

s of

stu

dent

s us

ing

the

Rea

d N

atur

ally

pro

gram

to a

noth

er g

roup

of

stud

ents

not

usi

ng th

e pr

ogra

m.

This

stu

dy g

ives

be

ginn

ing

leve

ls o

f evi

denc

e th

at th

e R

ead

Nat

ural

ly

prog

ram

was

effe

ctiv

e in

impr

ovin

g st

uden

ts’ r

eadi

ng

fluen

cy.

Sum

mar

y of

the

rese

arch

sup

port

avai

labl

e at

: w

ww

.fcrr.

org/

FCR

RR

epor

ts/P

DF/

read

_nat

ural

ly_f

inal

.pd

f

Sam

ple

Impl

emen

tatio

n Si

tes:

Sc

hool

s/di

stric

ts in

clud

e: H

uron

Co,

MI;

Min

neap

olis

, M

N; S

an A

nton

io, T

X; U

pper

Lak

e, C

A; M

athe

ws

Cou

nty,

VA

S

trong

bui

lt-in

com

preh

ensi

on c

ompo

nent

.

Teac

her’s

man

ual i

s w

ell o

rgan

ized

pro

vidi

ng c

lear

ob

ject

ives

that

link

rese

arch

evi

denc

e w

ith p

ract

ice.

It

also

offe

rs e

xplic

it, d

etai

led

info

rmat

ion

for p

rope

r im

plem

enta

tion

and

effe

ctiv

e us

e of

the

prog

ram

.

S

tude

nts

rece

ive

expl

anat

ions

of w

hy th

ey p

erfo

rm

vario

us a

spec

ts o

f the

stra

tegy

.

Pro

gres

s m

onito

ring

driv

es in

stru

ctio

nal p

ract

ice,

he

lps

in m

akin

g in

stru

ctio

nal d

ecis

ions

and

ale

rts

teac

hers

to re

adin

g pr

oble

ms.

Com

preh

ensi

on q

uest

ions

and

writ

ten

rete

ll ar

e pa

rt of

eve

ry s

tory

, rem

indi

ng s

tude

nts

that

thei

r ulti

mat

e go

al is

to a

chie

ve u

nder

stan

ding

of t

he re

adin

g.

S

tude

nts

are

inst

ruct

iona

lly e

ngag

ed in

the

act o

f re

adin

g an

d th

eir t

ime

on-ta

sk is

hig

h.

A

ctiv

ities

are

stru

ctur

ed s

uch

that

stu

dent

s w

ork

in a

se

lf-di

rect

ed m

anne

r, fre

eing

the

teac

her t

o w

ork

with

oth

er s

tude

nts.

Teac

her a

ssis

tanc

e is

requ

ired

in o

nly

one

step

of

the

proc

ess.

Tim

ed re

adin

gs a

nd g

raph

ing

the

wcp

m c

an b

e ve

ry

mot

ivat

ing

for s

tude

nts.

WO

RK

IN P

RO

GR

ESS:

NA

TIO

NA

L SE

CO

ND

AR

Y LI

TER

AC

Y IN

TER

VEN

TIO

N P

RO

GR

AM

INVE

NTO

RY*

Def

inin

g Fe

atur

es

Targ

et

Popu

latio

n Im

plem

enta

tion

Req

uire

men

ts

Impa

ct/L

ocat

ion/

Dur

atio

n o

f Su

cces

sful

Im

plem

enta

tion

Add

ition

al In

form

atio

n

© C

opyr

ight

200

7 St

upsk

i Fou

ndat

ion

- Wor

king

Doc

umen

t

4

6

Q

uest

ions

?

S

end

to: l

itera

cy@

stup

ski.o

rg

REA

DA

BO

UT

Leve

ls:

3

Prog

ram

Goa

l: An

ada

ptiv

e re

adin

g te

chno

logy

pr

ogra

m d

esig

ned

to s

uppl

emen

t a

scho

ol’s

cor

e re

adin

g pr

ogra

m fo

r st

uden

ts in

gra

des

3-6.

The

goa

l of t

he

prog

ram

is to

enh

ance

com

preh

ensi

on

and

voca

bula

ry u

nder

stan

ding

of

nonf

ictio

n te

xt in

the

broa

d co

nten

t ar

eas

of s

cien

ce, s

ocia

l stu

dies

, and

co

ntem

pora

ry is

sues

.

Con

tent

Attr

ibut

es:

Com

preh

ensi

on, c

onte

nt v

ocab

ular

y

Des

ign

Feat

ures

: Le

sson

form

ats

with

in th

e R

eadA

bout

pr

ogra

m c

onsi

st o

f a b

efor

e, d

urin

g,

and

afte

r rea

ding

fram

ewor

k.

Rea

dAbo

ut s

trive

s to

reac

h a

wid

e va

riety

of r

eade

rs th

roug

h le

vele

d te

xt

with

inst

ruct

ion

that

ada

pts

acco

rdin

g to

stu

dent

resp

onse

, thu

s of

ferin

g di

ffere

ntia

ted

inst

ruct

ion

for s

trugg

ling

read

ers

and

Engl

ish

Lang

uage

le

arne

rs (E

LL),

and

enric

hmen

t for

m

ore

adva

nced

read

ers.

Sour

ces

of In

form

atio

n:

Flor

ida

Cen

ter f

or R

eadi

ng R

esea

rch.

En

tire

June

200

6 P

rogr

am R

evie

w is

av

aila

ble

at:

ww

w.fc

rr.or

g/FC

RR

Rep

orts

/PD

F/R

ead

Abou

tfina

l.pdf

Publ

ishe

r Con

tact

Info

rmat

ion:

Sc

hola

stic

55

7 B

road

way

N

ew Y

ork,

New

Yor

k 10

012

(212

) 343

-610

0

ww

w.s

chol

astic

.com

Sup

plem

enta

l pr

ogra

m fo

r st

uden

ts in

gr

ades

3-6

, and

fo

r stu

dent

s in

gr

ades

7-8

re

adin

g at

or 1

-2

year

s be

low

gr

ade

leve

l. A

lso

adap

ts fo

r ELL

st

uden

t nee

ds

Cla

ss R

equi

rem

ents

: U

se o

f com

pute

r app

licat

ion

for a

min

imum

of 2

0 m

inut

es a

t lea

st 2

tim

es a

w

eek,

and

use

the

supp

lem

enta

l prin

t mat

eria

ls fo

r a m

inim

um o

f 20

min

utes

at

leas

t onc

e pe

r wee

k. W

hen

impl

emen

ted

with

this

freq

uenc

y, it

take

s ap

prox

imat

ely

2-3

wee

ks to

com

plet

e on

e to

pic.

Sof

twar

e in

divi

dual

izes

in

stru

ctio

n ba

sed

on c

ontin

uous

ass

essm

ent

Mai

n C

ompo

nent

s: R

eadA

bout

lend

s its

elf t

o fle

xibl

e us

e in

the

clas

sroo

m a

nd

in a

com

pute

r lab

set

ting.

Stu

dent

s w

ork

indi

vidu

ally

at a

com

pute

r with

min

imal

su

perv

isio

n as

wel

l as

supp

lem

enta

l prin

t mat

eria

ls

“Sch

olas

tic A

chie

vem

ent M

anag

er (S

AM

) gen

erat

es re

al-ti

me

elec

troni

c re

spor

ts th

at e

duca

tors

can

use

for p

rogr

ess

mon

itorin

g, in

stru

ctio

nal p

lann

ing,

an

d m

anag

emen

t pur

pose

s

Prof

essi

onal

Dev

elop

men

t Req

uire

d:If

a sc

hool

pur

chas

es th

e ba

sic

Rea

dAbo

ut p

acka

ge, t

here

are

two

prof

essi

onal

de

velo

pmen

t tra

inin

gs o

ffere

d. O

ne is

a 7

-hou

r tra

inin

g th

at in

trodu

ces

teac

hers

to

the

prog

ram

. A s

econ

d fo

llow

up

train

ing

is g

iven

6-8

wee

ks a

fter

impl

emen

tatio

n of

the

prog

ram

for e

xtra

sup

port.

Supp

orts

Pro

vide

d:

Add

ition

al tr

aini

ngs

are

avai

labl

e fo

r a fe

e. T

elep

hone

and

onl

ine

supp

ort

also

av

aila

ble

Prog

ram

Cos

ts:

No

pric

ing

avai

labl

e on

line

Exte

rnal

Res

earc

h:

Per F

CR

R, t

he in

stru

ctio

nal c

onte

nt a

nd d

esig

n of

the

Rea

dAbo

ut p

rogr

am a

re d

eriv

ed fr

om a

stro

ng

rese

arch

bas

e. T

he n

onfic

tion

topi

cs w

ith th

eir r

elat

ed

pass

ages

are

alig

ned

with

the

natio

nal s

tand

ards

for

Engl

ish

lang

uage

/arts

, sci

ence

, and

soc

ial s

tudi

es.

Sum

mar

y of

the

rese

arch

sup

port

avai

labl

e at

: w

ww

.fcrr.

org/

FCR

RR

epor

ts/P

DF/

Rea

dAbo

utfin

al.p

df

Dur

ing

the

2005

-200

6 sc

hool

yea

r, Sc

hola

stic

hire

d an

inde

pend

ent t

hird

-par

ty to

con

duct

a s

tudy

of

Rea

dAbo

ut in

fifth

-gra

de c

lass

room

s at

a s

ubur

ban

mid

dle

scho

ol in

Lon

g Is

land

, New

Yor

k.

The

prim

ary

purp

oses

of t

his

stud

y w

ere

to e

valu

ate

the

impl

emen

tatio

n an

d us

age

of R

eadA

bout

an

d to

gat

her p

relim

inar

y fin

ding

s w

ith re

gard

to th

e pr

ogra

ms

effe

ctiv

enes

s w

ith s

tand

ardi

zed

mea

sure

s of

voc

abul

ary

and

read

ing

com

preh

ensi

on.

Obs

erva

tiona

l dat

a an

d re

sults

from

the

Gat

es-M

acG

initi

e R

eadi

ng T

est w

ere

gath

ered

for a

ll 21

6 pa

rtici

pant

s. O

bser

vatio

ns re

veal

ed

high

leve

ls o

f int

eres

t in

the

Rea

dAbo

ut c

onte

nt a

nd

appr

oach

by

stud

ents

and

teac

hers

. O

bser

vatio

ns a

lso

reve

aled

stro

ng n

onfic

tion

read

ing

com

preh

ensi

on s

trate

gies

inst

ruct

ion

with

in

the

cont

rol g

roup

cla

ssro

oms

and

test

resu

lts

reve

aled

sig

nific

ant g

row

th fo

r bot

h gr

oups

. Pe

rform

ance

tren

ds o

n th

e vo

cabu

lary

por

tion

of th

e G

ates

-Mac

Gin

itie

Rea

ding

Tes

t wer

e in

favo

r of t

he

Rea

dAbo

ut g

roup

. Fur

ther

rese

arch

is o

ngoi

ng to

be

tter u

nder

stan

d th

e ef

fect

iven

ess

of R

eadA

bout

w

ith m

ore

spec

ializ

ed n

on-fi

ctio

n re

adin

g co

mpr

ehen

sion

and

voc

abul

ary

asse

ssm

ents

. Pl

ease

not

e th

e R

eadA

bout

pro

gram

was

sel

ecte

d fo

r ev

alua

tion

Plea

se n

ote

that

the

Rea

dAbo

ut p

rogr

am it

cur

rent

ly

invo

lved

with

an

eval

uatio

n by

the

U.S

. Dep

artm

ent o

f Ed

ucat

ion’

s In

stitu

te o

f Edu

catio

n S

cien

ces

to

parti

cipa

te in

a tw

o-ye

ar n

atio

nal r

esea

rch

stud

y. T

his

stud

y ev

alua

tes

the

effe

ctiv

enes

s of

var

ious

read

ing

appr

oach

es a

nd p

rogr

ams

that

are

des

igne

d to

im

prov

e re

adin

g co

mpr

ehen

sion

with

exp

osito

ry te

xt.

Dur

ing

the

2006

-200

7 sc

hool

yea

r, 17

sch

ools

and

1,

396

stud

ents

in 8

sta

tes

rece

ived

Rea

dAbo

ut a

s th

eir s

uppl

emen

tal r

eadi

ng p

rogr

am fo

r use

in fi

fth

grad

e cl

assr

oom

s. M

athe

mat

ica

Pol

icy

Res

earc

h (a

n in

depe

nden

t eva

luat

or) i

s co

nduc

ting

the

prim

ary

rese

arch

for t

his

stud

y. F

or m

ore

info

rmat

ion

abou

t th

e st

udy,

vis

it M

athe

mat

ica

Polic

y R

esea

rch’

s W

eb

A

rang

e of

70

topi

cs in

the

cont

ent a

reas

of

scie

nce,

soc

ial s

tudi

es, a

nd c

onte

mpo

rary

issu

es

can

be fo

und

with

in th

e R

eadA

bout

text

s, a

ll of

w

hich

are

alig

ned

to E

LA s

tand

ards

.

R

eadA

bout

’s w

ide

rang

e of

topi

cs a

nd re

late

d re

adin

g pa

ssag

es o

ffer t

he p

ossi

bilit

y of

hig

h in

tere

st, m

otiv

atin

g re

adin

g ex

perie

nces

.

Oth

er m

otiv

ator

s in

clud

e st

uden

t cho

ice

of to

pic

and

read

ing

activ

ities

with

in a

hig

hly

inte

ract

ive

cont

ext.

Stu

dent

s w

ork

at th

eir o

wn

pace

and

at t

heir

own

read

ing

leve

l.

Th

e pr

ogra

m g

ener

ates

a v

arie

ty o

f rep

orts

that

en

able

teac

hers

to fu

rther

diff

eren

tiate

inst

ruct

ion

in

the

clas

sroo

m.

Th

e co

mpr

ehen

sion

ski

ll le

sson

pla

ns fo

und

in th

e di

ffere

ntia

ted

inst

ruct

ion

guid

e se

rve

as a

n ex

celle

nt re

sour

ce fo

r tea

cher

s.

WO

RK

IN P

RO

GR

ESS:

NA

TIO

NA

L SE

CO

ND

AR

Y LI

TER

AC

Y IN

TER

VEN

TIO

N P

RO

GR

AM

INVE

NTO

RY*

Def

inin

g Fe

atur

es

Targ

et

Popu

latio

n Im

plem

enta

tion

Req

uire

men

ts

Impa

ct/L

ocat

ion/

Dur

atio

n o

f Su

cces

sful

Im

plem

enta

tion

Add

ition

al In

form

atio

n

© C

opyr

ight

200

7 St

upsk

i Fou

ndat

ion

- Wor

king

Doc

umen

t

4

7

Q

uest

ions

?

S

end

to: l

itera

cy@

stup

ski.o

rg

site

at h

ttp://

read

ingc

omp.

mat

hem

atic

a-m

pr.c

om/

Sam

ple

Impl

emen

tatio

n Si

tes:

Sh

elby

Cou

nty,

Ala

bam

a; S

unny

side

, Ariz

ona;

Chu

la

Vist

a, C

alifo

rnia

; Ora

nge

Cou

nty,

Flo

rida;

Aug

usta

, G

eorg

ia; K

ansa

s C

ity; M

adis

on, K

entu

cky;

M

ontg

omer

y, M

aryl

and;

Eas

t Ora

nge,

New

Jer

sey;

C

lark

Cou

nty,

Nev

ada;

Man

sfie

ld, O

hio;

Spr

ingf

ield

, O

rego

n; P

hila

delp

hia,

Pen

nsyl

vani

a; V

irgin

ia B

each

, Vi

rgin

ia; M

ilwau

kee,

Wis

cons

in

REW

AR

DS:

REA

DIN

G E

XCEL

LEN

CE:

WO

RD

ATT

AC

K A

ND

RA

TE D

EVEL

OPM

ENT

STR

ATE

GIE

S L

evel

s: 3

Prog

ram

Goa

l: D

esig

ned

to b

e an

inte

nse,

sho

rt-te

rm

read

ing

inte

rven

tion

prog

ram

.

Con

tent

Attr

ibut

es:

Focu

ses

on fl

uenc

y-bu

ildin

g- n

ot a

co

mpl

ete

read

ing

prog

ram

.

Des

ign

Feat

ures

: Fl

exib

le s

trate

gies

for d

ecod

ing

mul

ti-sy

llabi

c w

ords

in o

rder

to b

uild

read

ing

accu

racy

and

flue

ncy.

Thi

s is

ac

com

plis

hed

by te

achi

ng a

stra

tegy

to

segm

ent a

wor

d in

to p

arts

, rea

d th

e w

ord

part

by p

art,

and

then

read

the

wor

d in

depe

nden

tly.

Stu

dent

s le

arn

that

they

can

be

flexi

ble

in d

ivid

ing

the

wor

d in

to p

arts

as

long

as

they

can

ul

timat

ely

mak

e th

e w

ord

into

a re

al

wor

d.

Sour

ces

for A

dditi

onal

Info

rmat

ion:

Flor

ida

Cen

ter f

or re

adin

g R

esea

rch.

En

tire

Febr

uary

200

4 P

rogr

am R

evie

w

is a

vaila

ble

at:

ww

w.fc

rr.or

g/FC

RR

Rep

orts

/PD

F/re

war

ds_r

epor

t.pdf

Publ

ishe

r Con

tact

Info

rmat

ion:

So

pris

Wes

t 40

93 S

peci

alty

Pla

ce

Long

mon

t, C

O 8

0504

(8

00) 5

47-6

747

ww

w.s

opris

wes

t.com

Spe

cific

ally

de

sign

ed fo

r st

uden

ts in

4th

thro

ugh

12th

gr

ades

who

hav

e m

aste

red

skill

s as

soci

ated

with

fir

st- a

nd s

econ

d-gr

ade

read

ing

but h

ave

diffi

culty

re

adin

g lo

ng

wor

ds a

nd/o

r w

ho re

ad s

low

ly

(i.e.

, 60

to 1

20

corre

ct w

ords

per

m

inut

e). D

oes

not a

ddre

ss

stud

ents

who

re

ad b

elow

a

mid

-2nd

-gra

de

read

ing

leve

l.

Cla

ss R

equi

rem

ents

: E

ach

less

on in

clud

es a

des

crip

tion

of th

e ac

tivity

and

a d

etai

led

less

on p

lan.

P

rogr

am c

onsi

sts

of 2

0 le

sson

s la

stin

g 40

to 5

0 m

inut

es e

ach

and

is

adm

inis

tere

d by

teac

hers

or p

arap

rofe

ssio

nals

in a

who

le c

lass

set

ting.

Le

sson

s ar

e ex

plic

it, y

et fl

exib

le, w

ith a

hig

h le

vel o

f tea

cher

/stu

dent

inte

ract

ion.

Pro

gres

s M

onito

ring:

Tea

cher

is a

ble

to m

onito

r and

mak

e in

stru

ctio

nal

adju

stm

ents

on

an o

n-go

ing

basi

s

Prof

essi

onal

Dev

elop

men

t Req

uire

d:

Trai

ning

acc

ompl

ishe

d in

a o

ne d

ay fo

rmat

thro

ugh

inde

pend

ent c

ontra

ctor

s.

Ulti

mat

ely

is a

trai

n th

e tra

iner

mod

el w

ithin

the

scho

ol/d

istri

ct

Supp

orts

Pro

vide

d:

Que

stio

n-an

d-an

swer

ses

sion

s, fo

llow

-up

train

ings

with

bot

h te

ache

rs a

nd

adm

inis

trato

rs, a

nd s

ite v

isits

Prog

ram

Cos

ts:

Inte

rven

tion

for S

econ

dary

Stu

dent

s: $

200

for 1

0 st

uden

ts, $

270

for 2

0 st

uden

ts.

Teac

her g

uide

: $75

. 10

stu

dent

boo

ks:

$80

Exte

rnal

Res

earc

h:

Per F

CR

R, t

here

is re

sear

ch s

uppo

rt fo

r the

use

of

RE

WA

RD

S a

s an

inte

rven

tion

to te

ach

inte

rmed

iate

an

d se

cond

ary

stud

ents

nec

essa

ry d

ecod

ing

and

fluen

cy b

uild

ing

skills

. W

as d

evel

oped

bas

ed o

n re

sear

ch s

uppo

rting

the

valu

e of

teac

hing

in

term

edia

te s

tude

nts

flexi

ble

deco

ding

ski

lls fo

r m

ulti-

sylla

bic

wor

ds u

sing

stra

tegy

that

the

mos

t ef

fect

ive

way

to id

entif

y un

know

n w

ords

in te

xt is

to

first

“sou

nd th

em o

ut” a

nd th

en to

use

pas

sage

co

ntex

t to

find

a w

ord

that

mat

ches

bot

h th

e so

unds

of

the

lette

rs a

nd th

e m

eani

ng o

f the

pas

sage

.

Res

earc

h re

sults

are

sum

mar

ized

by

FCR

R a

nd is

av

aila

ble

at:

Sum

mar

y of

the

rese

arch

sup

port

avai

labl

e at

: w

ww

.fcrr.

org/

FCR

RR

epor

ts/P

DF/

rew

ards

_rep

ort.p

df

A co

mpa

rison

of t

wo

Dire

ct In

stru

ctio

n re

adin

g pr

ogra

ms

(incl

udin

g R

EWA

RD

) for

urb

an m

iddl

e sc

hool

stu

dent

s w

as re

porte

d in

Rem

edia

l and

Sp

ecia

l Edu

catio

n, V

olum

e 26

, Num

ber 3

, May

/Jun

e 20

05, P

ages

175

-182

. Th

e au

thor

s, M

arga

ret

Ship

pen,

Dav

id H

ouch

ins,

Can

dace

Ste

vent

on, a

nd

Don

ya S

arto

r ana

lyze

d a

grou

p of

stru

gglin

g se

vent

h gr

ader

s in

an

urba

n m

iddl

e sc

hool

. R

esul

ts in

dica

ted

that

afte

r a 6

-wee

k re

adin

g in

terv

entio

n, th

e D

I st

uden

ts m

ade

sign

ifica

nt g

ains

in re

adin

g.

Sam

ple

Impl

emen

tatio

n Si

tes:

H

oust

on; S

prin

gfie

ld, O

rego

n;, D

uval

Co.

and

Ja

ckso

nville

, Flo

rida;

Hol

liste

r, C

alifo

rnia

; Boi

se,

Idah

o; S

ilver

dale

, Was

hing

ton;

DuB

ois,

Pe

nnsy

lvan

ia

It

is e

asy

to im

plem

ent a

nd c

an b

e us

ed

succ

essf

ully

by

a w

ide

varie

ty o

f pro

fess

iona

ls,

para

prof

essi

onal

s, a

nd v

olun

teer

s.

R

EWA

RD

S is

a s

hort-

term

inte

rven

tion

that

can

be

com

plet

ed in

four

or f

ive

wee

ks.

S

tude

nt p

rogr

ess

is e

asily

mon

itore

d, c

harte

d, a

nd

rew

arde

d, th

us in

crea

sing

mot

ivat

ion

WO

RK

IN P

RO

GR

ESS:

NA

TIO

NA

L SE

CO

ND

AR

Y LI

TER

AC

Y IN

TER

VEN

TIO

N P

RO

GR

AM

INVE

NTO

RY*

Def

inin

g Fe

atur

es

Targ

et

Popu

latio

n Im

plem

enta

tion

Req

uire

men

ts

Impa

ct/L

ocat

ion/

Dur

atio

n o

f Su

cces

sful

Im

plem

enta

tion

Add

ition

al In

form

atio

n

© C

opyr

ight

200

7 St

upsk

i Fou

ndat

ion

- Wor

king

Doc

umen

t

4

8

Q

uest

ions

?

S

end

to: l

itera

cy@

stup

ski.o

rg

SEEI

NG

STA

RS:

SYM

BO

L IM

AGER

Y FO

R P

HO

NEM

IC A

WAR

ENES

S, S

IGH

T W

OR

DS,

AN

D S

PELL

ING

PR

OG

RAM

L

evel

s: 4

, 5

Prog

ram

Goa

l: Is

des

igne

d to

pro

vide

inst

ruct

ion

for

indi

vidu

als

with

wea

knes

s in

sym

bol

imag

ery

and

the

abili

ty to

vis

ualiz

e le

tters

in w

ords

.

Con

tent

Attr

ibut

es:

Is a

sup

plem

enta

l/ in

terv

entio

n pr

ogra

m d

esig

ned

to in

stru

ct a

nd

impr

ove

stud

ents

’ pho

nem

ic

awar

enes

s, s

ight

wor

d kn

owle

dge

and

spel

ling

thro

ugh

the

deve

lopm

ent o

f sy

mbo

l im

ager

y.

Des

ign

Feat

ures

: Sp

ecifi

c ro

utin

es in

clud

e se

tting

the

purp

ose

for t

he le

sson

, ins

truct

ion

in

the

new

ski

ll, a

nd p

ract

ice

with

co

rrec

tive

feed

back

Sour

ces

of In

form

atio

n:

Flor

ida

Cen

ter f

or R

eadi

ng R

esea

rch.

Th

e en

tire

Apr

il 20

06 P

rogr

am R

evie

w

is a

vaila

ble

at:

ww

w.fc

rr.or

g/FC

RR

Rep

orts

/PD

F/S

eein

gSta

rs.p

df

Publ

ishe

r Con

tact

Info

rmat

ion:

Li

ndam

ood

Bel

l 41

6 H

igue

ra S

treet

Sa

n Lu

is O

bisp

o, C

A 9

3401

(8

05) 5

41-3

836

ww

w.li

ndam

oodb

ell.c

om/p

rogr

ams/

Is fo

r stu

dent

s fro

m

kind

erga

rten

thro

ugh

adul

thoo

d

Cla

ss R

equi

rem

ents

: C

an b

e ta

ught

by

clas

sroo

m te

ache

rs, s

peci

alis

ts, t

utor

s, v

olun

teer

s or

par

ents

. P

rogr

am c

an b

e ut

ilize

d in

who

le g

roup

, sm

all g

roup

, or i

ndiv

idua

lized

in

stru

ctio

n. P

acin

g is

det

erm

ined

by

stud

ent p

erfo

rman

ce.

Pro

gram

kit

com

es in

an

orga

nize

d, e

asy

to u

se b

ox a

nd in

clud

es a

ll m

ater

ials

ne

cess

ary

to p

rovi

de in

stru

ctio

n us

ing

this

tech

niqu

e. D

ue to

the

cum

ulat

ive

natu

re a

nd p

reci

se te

rmin

olog

y us

ed in

this

pro

gram

, all

stud

ents

sta

rt at

be

ginn

ing.

Prof

essi

onal

Dev

elop

men

t Req

uire

d:

Non

-man

dato

ry 1

-12

day

wor

ksho

ps o

ffere

d- c

usto

miz

ed a

nd o

n-si

te if

des

ired.

C

onfe

renc

es a

nd P

D v

ideo

s al

so a

vaila

ble

Supp

orts

Pro

vide

d:

Vid

eo c

onfe

renc

e w

orks

hops

are

offe

red

in s

mal

ler s

egm

ents

ove

r lon

ger

perio

ds o

f tim

e, g

ivin

g yo

u pr

ofes

sion

als

the

oppo

rtuni

ty to

pra

ctic

e w

hat t

hey

have

lear

ned

betw

een

sess

ions

and

retu

rn w

ith q

uest

ions

.

Prog

ram

Cos

ts:

Kit:

$35

0; te

ache

r’s m

anua

l $45

; Dec

odin

g W

orkb

ook

set o

f 5 $

18; C

D s

et o

f 6-

$70

Exte

rnal

Res

earc

h:

Per F

CR

R, a

lthou

gh th

e in

stru

ctio

nal d

esig

n of

the

Seei

ng S

tars

pro

gram

has

man

y fe

atur

es th

at a

re

cons

iste

nt w

ith fi

ndin

gs fr

om c

urre

nt re

sear

ch in

in

stru

ctio

n an

d re

adin

g, th

ey m

ust c

oncl

ude

that

em

piric

al d

emon

stra

tion

of it

s ef

fect

iven

ess

as a

co

mpl

ete

prog

ram

stil

l aw

aits

the

desi

gn a

nd

exec

utio

n of

rese

arch

that

can

be

unam

bigu

ousl

y in

terp

rete

d as

sup

porti

ng it

s un

ique

com

bina

tion

of

cont

ent a

nd in

stru

ctio

nal f

eatu

res.

Sum

mar

y of

the

rese

arch

sup

port

avai

labl

e at

: w

ww

.fcrr.

org/

FCR

RR

epor

ts/P

DF/

See

ingS

tars

.pdf

Sado

ski a

nd W

illso

n (2

006)

con

duct

ed a

six

yea

r st

udy

in P

uebl

o S

choo

l Dis

trict

60

in C

olor

ado

whe

re

with

eac

h pa

ssin

g ye

ar a

dditi

onal

sch

ools

gra

dual

ly

impl

emen

ted

the

thre

e Li

ndam

ood-

Bel

l Lea

rnin

g Pr

oces

ses

(LB

LP) p

rogr

ams.

The

stu

dy b

egan

in o

ne

scho

ol a

nd b

y th

e en

d of

the

six

year

s 31

sch

ools

w

ere

incl

uded

. A

n ab

stra

ct o

f the

repo

rt is

ava

ilabl

e on

the

publ

ishe

r’s w

ebsi

te a

t w

ww

.lblp

.com

/rese

arch

/sad

oski

-abs

tract

.htm

l. T

he

repo

rt is

als

o av

aila

ble

in th

e Am

eric

an E

duca

tiona

l R

esea

rch

Jour

nal,

Sprin

g 20

06, V

olum

e 43

, No.

1,

pp. 1

37-1

54.

Sam

ple

Impl

emen

tatio

n Si

tes:

H

as L

earn

ing

Cen

ters

in M

obile

Ala

bam

a; n

umer

ous

loca

tions

in C

alifo

rnia

; Den

ver,

Col

orad

o; M

iam

i, Ta

mpa

, and

Wes

ton,

Flo

rida;

Atla

nta

and

Gw

inne

tt C

ount

y, G

eorg

ia; I

ndia

napo

lis, I

ndia

na, N

ew Y

ork

City

and

Lon

g Is

land

, New

Yor

k; P

hila

delp

hia;

Se

attle

; Was

hing

ton,

D.C

.; D

arie

n, C

onne

ctic

ut;

Chi

cago

, Illin

ois;

Bos

ton;

Birm

ingh

am, M

ichi

gan;

M

orris

tow

n, N

ew J

erse

y; C

harlo

tte, N

C; M

emph

is,

Dal

las

S

yste

mat

ic a

nd e

xplic

it in

stru

ctio

n.

C

lear

det

aile

d le

sson

exa

mpl

es a

t eac

h st

ep o

f in

stru

ctio

n.

A

ccom

pany

ing

mat

eria

ls a

re w

ell o

rgan

ized

.

Can

be

utiliz

ed in

who

le o

r sm

all g

roup

form

at.

S

hort

vow

els

are

initi

ally

intro

duce

d in

an

open

sy

llabl

e fo

rmat

whe

n be

ginn

ing

sim

ple

sylla

ble

wor

k w

ith th

e sy

llabl

e ca

rds.

Seei

ng S

tars

was

cre

ated

by

Nan

ci B

ell o

f Lin

dam

ood-

Bell

Lear

ning

Pro

cess

es. S

eein

g S

tars

is o

ne o

f thr

ee

read

ing

prod

ucts

dev

elop

ed a

nd s

uppo

rted

by

Lind

amoo

d B

ell L

earn

ing

Pro

cess

es.

SPEL

L R

EAD

P.A

.T. (

PHO

NO

LOG

ICA

L A

UD

ITO

RY

TRA

ININ

G)

Lev

els:

4, 5

Prog

ram

Goa

l: So

that

stu

dent

s’ c

ompr

ehen

sion

is n

ot

sacr

ifice

d by

read

ing

that

is la

bore

d an

d in

effic

ient

. P

hono

logi

cal

auto

mat

icity

is o

ne o

f the

pro

gram

’s

fund

amen

tal g

oals

and

inte

grat

ed in

to

all a

ctiv

ities

.

Des

igne

d fo

r st

uden

ts a

ged

5 to

adu

lt an

d ta

rget

s a

wid

e ra

nge

of re

ader

s,

writ

ers

and

spel

lers

who

Cla

ss R

equi

rem

ents

: Te

ache

r’s m

anua

ls, i

nstru

ctio

nal c

ards

and

act

ivity

boo

ks a

ccom

pany

eac

h ph

ase.

May

be

taug

ht b

y ge

nera

l or s

peci

al e

duca

tion

teac

hers

, rea

ding

sp

ecia

lists

, psy

chol

ogis

ts, s

peec

h-la

ngua

ge p

atho

logi

sts

or p

arap

rofe

ssio

nals

.

Inst

ruct

ion

occu

rs d

aily

for 6

0-90

min

utes

in s

mal

l gro

ups

of 3

-5 s

tude

nts

Exte

rnal

Res

earc

h:

Per F

CR

R, t

he c

onte

nt a

nd d

esig

n of

the

Spe

ll R

ead

P.A

.T. p

rogr

am a

re a

ligne

d w

ith c

urre

nt s

cien

tific

ally

ba

sed

read

ing

rese

arch

. One

stu

dy in

volv

ing

rand

om

assi

gnm

ent t

o in

terv

entio

n an

d co

ntro

l gro

ups

show

ed th

at th

e S

pell

Rea

d P

.A.T

. pro

gram

, whe

n im

plem

ente

d pr

oper

ly, c

an p

rodu

ce s

igni

fican

t and

M

ultip

le a

nd v

arie

d ph

onem

ic a

war

enes

s an

d ph

onic

s ac

tiviti

es, o

ften

in a

n in

stru

ctio

nal g

ame

form

at, a

re a

mot

ivat

ing

and

inte

gral

par

t of t

he

prog

ram

.

Th

e ex

plic

it, h

ighl

y st

ruct

ured

, ste

p-by

-ste

p fo

rmat

, w

ith fr

eque

nt re

petit

ion

and

imm

edia

te fe

edba

ck c

an

be h

elpf

ul fo

r stru

gglin

g re

ader

s.

WO

RK

IN P

RO

GR

ESS:

NA

TIO

NA

L SE

CO

ND

AR

Y LI

TER

AC

Y IN

TER

VEN

TIO

N P

RO

GR

AM

INVE

NTO

RY*

Def

inin

g Fe

atur

es

Targ

et

Popu

latio

n Im

plem

enta

tion

Req

uire

men

ts

Impa

ct/L

ocat

ion/

Dur

atio

n o

f Su

cces

sful

Im

plem

enta

tion

Add

ition

al In

form

atio

n

© C

opyr

ight

200

7 St

upsk

i Fou

ndat

ion

- Wor

king

Doc

umen

t

4

9

Q

uest

ions

?

S

end

to: l

itera

cy@

stup

ski.o

rg

Con

tent

Attr

ibut

es:

A re

adin

g in

terv

entio

n th

at o

ffers

in

stru

ctio

n in

pho

nem

ic a

war

enes

s,

phon

emic

dec

odin

g, s

pelli

ng, r

eadi

ng

fluen

cy, r

eadi

ng c

ompr

ehen

sion

, and

w

ritin

g. A

bas

ic u

nder

lyin

g as

sum

ptio

n of

the

Spel

l Rea

d P

.A.T

. int

erve

ntio

n is

th

at fl

uenc

y in

pho

nolo

gica

l ski

lls w

ill

free

a st

uden

t’s m

enta

l cap

acity

pe

rmitt

ing

an u

nhin

dere

d fo

cus

on

com

preh

ensi

on a

nd v

ocab

ular

y ac

quis

ition

.

Des

ign

Feat

ures

: En

tire

prog

ram

con

sist

s of

140

hig

hly

stru

ctur

ed le

sson

s di

vide

d in

to th

ree

spec

ific

phas

es.

Sour

ces

of In

form

atio

n:

Flor

ida

Cen

ter f

or R

eadi

ng R

esea

rch

The

entir

e D

ecem

ber 2

003

Pro

gram

R

evie

w is

ava

ilabl

e at

: w

ww

.fcrr.

org/

FCR

RR

epor

ts/P

DF/

spel

l_re

ad_p

at.p

df

Publ

ishe

r Con

tact

Info

rmat

ion:

Sp

ellR

ead

Lear

ning

Sys

tem

s, In

c.

2nd

Floo

r, C

onfe

dera

tion

Cou

rt M

all

134

Ken

t Stre

et, C

harlo

tteto

wn,

PE

C1A

8R

8 Te

l (90

2) 8

92-9

645

(rec

ently

acq

uire

d by

Kap

lan,

Inc.

) w

ww

.spe

llrea

d.co

m

stru

ggle

with

the

soun

d-sy

mbo

l sy

stem

or

enco

unte

r di

fficu

lty w

ith

fluen

cy a

nd

com

preh

ensi

on.

Prof

essi

onal

Dev

elop

men

t Req

uire

d:

Suc

cess

ful d

eliv

ery

of th

e pr

ogra

m is

a h

igh

prio

rity

for t

he S

pell

Rea

d co

mpa

ny; t

here

fore

, ins

truct

ors

of th

e in

terv

entio

n ar

e tra

ined

by

the

com

pany

an

d m

ust h

ave

stro

ng p

hono

logi

cal s

kills

, and

hig

h sc

hool

leve

l rea

ding

, sp

ellin

g an

d w

ritin

g.

Inst

ruct

ors

rece

ive

8 da

ys o

f tra

inin

g, in

-cla

ss c

oach

ing

for t

he fi

rst w

eek

or tw

o, a

nd o

n-go

ing

supp

ort.

Prog

ram

Cos

ts:

$2,0

00 te

ache

r mat

eria

ls (o

ne ti

me

fee)

, $12

0 st

uden

t mat

eria

ls

subs

tant

ial e

ffect

s on

read

ing

skill

for c

hild

ren

rang

ing

in a

ge fr

om g

rade

one

thro

ugh

grad

e si

x. R

esul

ts

from

sev

eral

clin

ical

sam

ples

sup

port

the

findi

ng th

at

the

Spe

ll R

ead

P.A

.T. p

rogr

am c

an p

rovi

de

inst

ruct

ion

that

is s

uffic

ient

ly p

ower

ful t

o no

rmal

ize

mos

t of t

he re

adin

g sk

ills o

f stru

gglin

g re

ader

s ol

der

than

12

year

s of

age

.

Sum

mar

y of

the

rese

arch

sup

port

avai

labl

e at

: w

ww

.fcrr.

org/

FCR

RR

epor

ts/P

DF/

spel

l_re

ad_p

at.p

df

Spel

l Rea

d is

one

of f

our i

nter

vent

ion

prog

ram

s fo

r st

rugg

ling

read

ers

that

was

det

erm

ined

to h

ave

suffi

cien

t pre

limin

ary

evid

ence

of e

ffect

iven

ess

to b

e in

clud

ed in

a la

rge

scal

e, ra

ndom

ized

con

trol t

rial o

f re

adin

g in

terv

entio

ns fo

r old

er s

tude

nts.

The

tria

l in

volv

es th

e st

udy

of in

terv

entio

ns fo

r 3rd

and

5th

grad

e st

uden

ts a

nd is

fund

ed b

y th

e In

stitu

te fo

r Ed

ucat

ion

Scie

nces

. An

exe

cutiv

e su

mm

ary

of th

at

stud

y ca

n be

foun

d at

ht

tp://

ww

w.e

d.go

v/rs

chst

at/e

val/d

isad

v/tit

le1i

nter

imre

port/

exec

sum

.pdf

Sam

ple

Impl

emen

tatio

n Si

tes:

N

ewpo

rt N

ews,

Virg

inia

; Wal

la W

alla

, Was

hing

ton;

C

lare

nce

Cen

ter S

choo

l, N

ew Y

ork;

Lak

e C

ity, S

outh

C

arol

ina;

Ced

ar R

apid

s, Io

wa;

How

ard

Cou

nty

Pub

lic

Scho

ol; H

alifa

x, N

ova

Scot

ia

A

prio

rity

of th

e pr

ogra

m is

the

inte

nse

focu

s on

flu

ency

con

tribu

ting

to e

vent

ual m

aste

ry o

f ski

lls.

R

evie

w b

egin

s ea

ch p

hase

to e

nsur

e a

firm

fo

unda

tion

of th

e pr

evio

us le

vel’s

ski

lls.

Th

e te

ache

r’s m

anua

l is

clea

r and

eas

y to

follo

w.

Th

e ty

pe o

f con

sist

ent q

uest

ioni

ng d

urin

g S

hare

R

eadi

ng c

an b

e ef

fect

ive

in g

uidi

ng th

e st

uden

ts’

focu

s to

the

gist

of t

he s

tory

.

W

ritte

n re

spon

ses

to w

ritin

g cl

arify

whe

ther

or n

ot

stud

ents

und

erst

and

wha

t the

y ha

ve re

ad.

Res

earc

h st

udie

s fo

r thi

s pr

ogra

m h

ave

dem

onst

rate

d su

bsta

ntia

l gai

ns a

cros

s gr

ade

leve

ls

and

amon

g st

uden

ts w

ith d

iffer

ing

abilit

y le

vels

.

STR

ATE

GIC

INST

RU

CTI

ON

MO

DEL

(SIM

): S

TRA

TEG

IES

FOR

STU

DEN

TS A

ND

TEA

CH

ERS

L

evel

s: 3

Prog

ram

Goa

l: A

com

preh

ensi

ve s

et o

f ins

truct

ion

and

inte

rven

tion

proc

edur

es th

at, w

hen

com

bine

d, c

ompr

ise

an a

rray

of

stra

tegi

es a

nd ro

utin

es d

esig

ned

to

impr

ove

the

cont

ent l

itera

cy o

f stu

dent

s in

gra

des

4-12

.

Con

tent

Attr

ibut

es:

Stud

ent r

eadi

ng s

trate

gies

to b

e us

ed

acro

ss th

e co

nten

t are

as: p

honi

cs,

voca

bula

ry, c

ompr

ehen

sion

. The

in

stru

ctio

nal a

ppro

ach

asso

ciat

ed w

ith

the

SIM

is in

tend

ed to

offe

r stu

dent

s a

key

to u

nloc

king

text

and

nur

turin

g

Stru

gglin

g se

cond

ary

read

ers-

gra

des

4-12

Cla

ss R

equi

rem

ents

: O

nce

a sc

hool

dec

ides

to u

se th

e SI

M a

nd T

he C

onte

nt L

itera

cy C

ontin

uum

as

its m

eans

of s

choo

l im

prov

emen

t, it

ente

rs in

to a

3-4

yea

r pro

cess

. The

SIM

Impl

emen

tatio

n Te

am is

an

expe

rienc

ed g

roup

of p

rofe

ssio

nals

in s

choo

l ch

ange

who

wor

k w

ith a

sch

ool’s

teac

hers

and

adm

inis

trato

rs to

orc

hest

rate

an

d in

tegr

ate

SIM

acro

ss th

e en

tire

curr

icul

um.

Is a

yea

r lon

g pr

ogra

m.

The

cons

ider

able

sco

pe o

f the

SIM

is o

rgan

ized

into

a s

yste

m o

f del

iver

y ca

lled

The

Con

tent

Lite

racy

Con

tinuu

m (C

LC).

This

sys

tem

is d

esig

ned

to re

spon

d to

th

e lit

erac

y ne

eds

of a

par

ticul

ar s

choo

l in

a m

anne

r tha

t is

com

preh

ensi

ve a

nd

sust

aina

ble.

Con

tent

lite

racy

in th

is c

onte

xt re

fers

to th

e lis

teni

ng, s

peak

ing,

re

adin

g, a

nd w

ritin

g sk

ills n

eces

sary

for a

cade

mic

lear

ning

.

Mai

n C

ompo

nent

s:

o

Com

preh

ensi

ve le

arni

ng s

trate

gies

cur

ricul

um

Exte

rnal

Res

earc

h:Pe

r FC

RR

, the

KU

-CR

L re

sear

ch h

as p

rovi

ded

syst

emat

ic re

plic

atio

ns o

f stu

dent

acq

uisi

tion

and

utili

zatio

n of

stra

tegy

ste

ps a

cros

s a

wid

e ra

nge

of

diffe

rent

ski

lls. T

he re

sear

ch b

y th

e K

U-C

RL

grou

p ha

s de

mon

stra

ted

that

stu

dent

s w

ith le

arni

ng

disa

bilit

ies

and

othe

r low

ach

ievi

ng s

tude

nts

can

lear

n to

util

ize

the

vario

us s

trate

gies

in th

e m

odel

. Th

e re

sear

ch o

n ho

w s

trate

gy a

cqui

sitio

n an

d ut

iliza

tion

impa

cts

read

ing

outc

ome

mea

sure

s is

less

hi

ghly

dev

elop

ed, h

owev

er. M

ore

evid

ence

is n

eede

d to

est

ablis

h th

e ef

ficac

y of

the

SIM

stra

tegi

es fo

r im

prov

ing

the

myr

iad

skills

com

pris

ing

read

ing

com

preh

ensi

on.

Sum

mar

y of

the

rese

arch

sup

port

avai

labl

e at

:

S

trate

gies

are

stru

ctur

ed, s

eque

ntia

l, an

d ad

apta

ble

to m

ultip

le s

ituat

ions

.

This

is a

com

preh

ensi

ve a

ppro

ach

to im

prov

ing

liter

acy

gain

s.

In

stru

ctio

n is

exp

licit,

sys

tem

atic

, sca

ffold

ed, a

nd

prov

ides

mod

elin

g, g

uide

d pr

actic

e, c

orre

ctiv

e fe

edba

ck, a

nd in

depe

nden

t pra

ctic

e.

Th

e ge

nera

lizat

ion

of s

trate

gy u

se is

inte

grat

ed

into

the

inst

ruct

iona

l sta

ges

asso

ciat

ed w

ith e

ach

stra

tegy

.

Te

ache

rs u

se s

trate

gy in

stru

ctio

n ac

ross

the

curri

culu

m, t

here

fore

offe

ring

stud

ents

con

sist

ency

an

d m

ultip

le o

ppor

tuni

ties

to p

ract

ice,

whi

ch in

tu

rn re

info

rces

stra

tegy

use

.

WO

RK

IN P

RO

GR

ESS:

NA

TIO

NA

L SE

CO

ND

AR

Y LI

TER

AC

Y IN

TER

VEN

TIO

N P

RO

GR

AM

INVE

NTO

RY*

Def

inin

g Fe

atur

es

Targ

et

Popu

latio

n Im

plem

enta

tion

Req

uire

men

ts

Impa

ct/L

ocat

ion/

Dur

atio

n o

f Su

cces

sful

Im

plem

enta

tion

Add

ition

al In

form

atio

n

© C

opyr

ight

200

7 St

upsk

i Fou

ndat

ion

- Wor

king

Doc

umen

t

5

0

Q

uest

ions

?

S

end

to: l

itera

cy@

stup

ski.o

rg

unde

rsta

ndin

g.

Des

ign

Feat

ures

: Am

ong

the

esse

ntia

l com

pone

nts

of

the

SIM

is a

set

of r

outin

es c

alle

d th

e te

ache

r-fo

cuse

d in

terv

entio

ns, o

r, th

e C

onte

nt E

nhan

cem

ent R

outin

es.

Thes

e in

stru

ctio

nal r

outin

es w

ere

desi

gned

with

the

inte

nt to

fost

er

effe

ctiv

e te

achi

ng b

y he

lpin

g te

ache

rs

“thin

k ab

out,

adap

t, an

d pr

esen

t the

ir cr

itica

l con

tent

” so

that

they

mig

ht

resp

ond

mor

e ad

equa

tely

to th

e di

vers

e ne

eds

of s

tude

nts

who

are

at-

risk

acad

emic

ally

.

Anot

her m

ajor

com

pone

nt is

the

Lear

ning

Stra

tegi

es C

urric

ulum

, de

sign

ed to

pro

vide

ski

lls a

nd

stra

tegi

es s

tude

nts

need

to le

arn

the

cont

ent s

o th

at th

ey m

ay b

ecom

e in

depe

nden

t lea

rner

s an

d us

e th

ese

skills

in a

var

iety

of s

ettin

gs.

Sour

ces

of In

form

atio

n:

Flor

ida

Cen

ter f

or R

eadi

ng R

esea

rch

The

entir

e Ja

nuar

y 20

06 P

rogr

am

Rev

iew

is a

vaila

ble

at:

ww

w.fc

rr.or

g/FC

RR

Rep

orts

/PD

F/S

IMR

.pdf

“Res

ourc

e Li

tera

cy G

uide

for

Adol

esce

nt L

itera

cy,”

pag

e 23

, Pr

epar

ed b

y th

e N

atio

nal L

itera

cy

Proj

ect f

or th

e G

ates

Fou

ndat

ion

and

avai

labl

e at

:w

ww

.mau

pinh

ouse

.com

/pdf

/Res

ourc

eG

uide

.pdf

#sea

rch=

%22

%22

a%20

reso

urce

%20

guid

e%20

for%

20A

dole

scen

t%

20Li

tera

cy%

22%

22

Lear

ning

Poi

nt A

ssoc

iate

s-en

tire

prog

ram

eva

luat

ion

avai

labl

e on

pag

e 78

at:

ww

w.le

arni

ngpt

.org

/lite

racy

/ado

lesc

ent/

inte

rven

tion.

pdf#

sear

ch=%

22%

22ad

oles

cent

%20

liter

acy%

20in

terv

entio

n%20

prog

ram

s%22

%22

Publ

ishe

r Con

tact

Info

rmat

ion:

Th

e U

nive

rsity

of K

ansa

s

Cen

ter f

or R

esea

rch

on L

earn

ing

Jo

seph

R. P

ears

on H

all

1122

Wes

t Cam

pus

Roa

d, R

oom

521

o

Com

preh

ensi

ve c

onte

nt e

nhan

cem

ent t

each

ing

rout

ine

o

Sep

arat

e te

ache

r’s m

anua

l or g

uide

book

for e

ach

stra

tegy

Prof

essi

onal

Dev

elop

men

t Req

uire

d:

Initi

al tr

aini

ng b

y a

certi

fied

SIM

trai

ner-

the

re a

re a

var

iety

of t

each

er

deve

lopm

ent o

ppor

tuni

ties

thro

ugh

the

SIM

Lea

rnin

g S

trate

gies

Inst

itute

. P

D

varie

s ac

cord

ing

to le

vel o

f sup

port

teac

hers

and

spe

cial

ists

are

invo

lved

with

on

the

Con

tent

Lite

racy

Con

tinuu

m.

Supp

orts

Pro

vide

d:

Con

fere

nces

and

Inst

itute

s

Prog

ram

Cos

ts:

Sch

ools

pay

an

annu

al c

urric

ulum

dev

elop

men

t and

impl

emen

tatio

n su

ppor

t fe

e of

$18

,000

whi

ch p

rogr

am d

evel

opm

ent a

nd s

enio

r sta

ff su

ppor

t. O

ther

fe

es c

harg

ed fo

r PD

and

cur

ricul

um m

ater

ials

ww

w.fc

rr.or

g/FC

RR

Rep

orts

/PD

F/S

IMR

.pdf

Inde

pend

ent t

hird

par

ty re

sear

ch re

sults

als

o av

aila

ble

from

the

Uni

vers

ity o

f Kan

sas

at:

http

://ku

crl.o

rg/fe

atur

ed/a

dolli

t.sht

ml

Sam

ple

Impl

emen

tatio

n St

ies:

Su

mm

ary

eval

uatio

n in

form

atio

n is

ava

ilabl

e ba

sed

on im

plem

enta

tion

in T

uske

gon,

Mic

higa

n; v

ario

us

dist

ricts

in C

alifo

rnia

; Litt

le R

ock,

Ark

ansa

s; a

nd

Tope

ka, K

ansa

s ht

tp://

ww

w.n

ifl.g

ov/p

artn

ersh

ipfo

rrea

ding

/ado

lesc

ent/s

umm

aryI

Ia.h

tml

Te

ache

rs le

arn

seve

ral s

trate

gies

, whi

ch a

llow

th

em m

ore

flexi

bilit

y w

hen

resp

ondi

ng to

the

vary

ing

need

s of

thei

r stu

dent

s.

In

stru

ctio

nal m

anua

ls a

re o

rgan

ized

, cle

ar, a

nd

high

ly d

etai

led.

This

pro

gram

is d

esig

ned

spec

ifica

lly fo

r ad

oles

cent

s.

D

esig

ned

for s

peci

al e

duca

tion

stud

ents

.

WO

RK

IN P

RO

GR

ESS:

NA

TIO

NA

L SE

CO

ND

AR

Y LI

TER

AC

Y IN

TER

VEN

TIO

N P

RO

GR

AM

INVE

NTO

RY*

Def

inin

g Fe

atur

es

Targ

et

Popu

latio

n Im

plem

enta

tion

Req

uire

men

ts

Impa

ct/L

ocat

ion/

Dur

atio

n o

f Su

cces

sful

Im

plem

enta

tion

Add

ition

al In

form

atio

n

© C

opyr

ight

200

7 St

upsk

i Fou

ndat

ion

- Wor

king

Doc

umen

t

5

1

Q

uest

ions

?

S

end

to: l

itera

cy@

stup

ski.o

rg

Law

renc

e, K

S, 6

6045

-(7

85) 8

64-4

780

ww

w.k

u-cr

l.org

THIN

KIN

G R

EAD

ER

Lev

els:

3

Prog

ram

Goa

l: A

supp

lem

enta

l sof

twar

e pr

ogra

m.

Goa

l of T

hink

ing

Rea

der i

s to

incr

ease

st

uden

ts’ r

eadi

ng c

ompr

ehen

sion

by

train

ing

them

to re

ad s

trate

gica

lly.

Con

tent

Attr

ibut

es:

Thro

ugho

ut e

ach

nove

l, Th

inki

ng

Rea

der p

rovi

des

7 co

mpr

ehen

sion

st

rate

gies

with

a s

uppo

rt sy

stem

of

prom

pts,

hin

ts, m

odel

s, a

nd fe

edba

ck.

Des

ign

Feat

ures

: Th

inki

ng R

eade

r inc

lude

s fiv

e di

ffere

nt

leve

ls o

f sup

port

so th

at te

ache

rs c

an

adju

st th

e pr

ogra

m to

cha

lleng

e in

divi

dual

stu

dent

s as

thei

r ski

lls

impr

ove.

Inst

ruct

ion

in e

ach

stra

tegy

is

scaf

fold

ed w

ith s

uppo

rt be

ing

grad

ually

w

ithdr

awn

as s

tude

nts

prog

ress

th

roug

h th

e le

vels

. Te

xt v

ersi

on o

f the

no

vel i

s pr

esen

ted

onsc

reen

and

wor

ds

are

high

light

ed a

s th

ey a

re re

ad to

the

stud

ent.

Sour

ces

of In

form

atio

n:

Flor

ida

Cen

ter f

or R

eadi

ng R

esea

rch.

Th

e en

tire

Janu

ary

2005

revi

ew is

av

aila

ble

at:

ww

w.fc

rr.or

g/FC

RR

Rep

orts

/PD

F/Th

inki

ngR

eade

rFin

al.p

df

Publ

ishe

r Con

tact

Info

rmat

ion:

To

m S

nyde

r Pro

duct

ions

10

0 Ta

lcot

t Ave

nue

Wat

erto

wn,

MA

024

72

(800

) 342

-023

6 w

ww

.tom

snyd

er.c

om

Des

igne

d fo

r st

rugg

ling

read

ers

and

spec

ial n

eeds

st

uden

ts a

t the

m

iddl

e sc

hool

le

vel.

Als

o su

ppor

ts E

LL

stud

ents

Cla

ss R

equi

rem

ents

: U

ses

a C

D-R

OM

to p

rese

nt 9

aw

ard-

win

ning

, gra

de-le

vel l

itera

ture

boo

ks in

au

dio

form

at, u

sing

hum

an v

oice

nar

ratio

n.

Can

be

used

in a

var

iety

of w

ays:

st

rugg

ling

read

ers

utili

ze c

ompu

ter v

ersi

on o

f a te

xt w

hile

oth

er c

lass

mat

es

read

the

sam

e te

xt in

boo

k fo

rm in

depe

nden

tly, d

irect

an

entir

e cl

ass

to u

se th

e pr

ogra

m in

a c

ompu

ter l

ab s

ettin

g, e

tc.

Tim

e sp

ent u

sing

Thi

nkin

g R

eade

r is

at th

e di

scre

tion

of th

e te

ache

r.

Pro

gres

s M

onito

ring:

The

Thi

nkin

g R

eade

r CD

als

o co

ntai

ns q

uizz

es a

nd s

ix

repo

rts tr

ack

spec

ific

stud

ent p

erfo

rman

ce a

nd g

ener

al c

lass

pro

gres

s.

Prof

essi

onal

Dev

elop

men

t Req

uire

d:

Pro

vide

d in

a o

ne-d

ay w

orks

hop.

Em

phas

is is

pla

ced

on u

nder

sand

ing

the

rese

arch

beh

ind

the

stra

tegi

es u

sed

with

in th

e pr

ogra

m a

nd h

elpi

ng te

ache

r us

e th

e pr

ogra

m to

fit t

he d

iver

se n

eeds

of t

heir

stud

ents

.

Supp

orts

Pro

vide

d:

Offe

r adv

ance

d fo

llow

-up

wor

ksho

ps a

nd m

ulti-

day

train

ing

serie

s fo

r mor

e in

-de

pth

lear

ning

.

Prog

ram

Cos

ts:

$250

per

title

. A

dditi

onal

pric

ing

info

rmat

ion

not a

vaila

ble

onlin

e

Exte

rnal

Res

earc

h:

Acco

rdin

g to

FC

RR

, alth

ough

one

ava

ilabl

e st

udy

is

sugg

estiv

e of

pos

itive

impa

ct fo

r Thi

nkin

g R

eade

r th

ere

is n

ot y

et c

ausa

lly in

form

ativ

e re

sear

ch. T

he

inst

ruct

iona

l con

tent

of T

hink

ing

Rea

der i

s co

nsis

tent

w

ith c

urre

nt re

sear

ch o

n re

adin

g co

mpr

ehen

sion

. Fu

ture

stu

dies

with

sou

nd e

xper

imen

tal d

esig

ns

incl

udin

g co

ntro

l gro

ups

may

det

erm

ine

the

effic

acy

of T

hink

ing

Rea

der i

n th

e cl

assr

oom

.

In 2

002,

Dal

ton

et. a

l rep

orte

d th

e re

sults

of u

sing

Th

inki

ng R

eade

r with

mid

dle

scho

ol s

tude

nts

in w

hich

10

2 st

uden

ts p

erfo

rmin

g at

or b

elow

the

25th

perc

entil

e on

the

Gat

es-M

acG

initi

e pa

rtici

pate

d. F

our

scho

ols

and

four

teen

teac

hers

wer

e in

volv

ed in

this

qu

asi-e

xper

imen

tal s

tudy

.

Sum

mar

y of

the

rese

arch

sup

port

avai

labl

e at

: w

ww

.fcrr.

org/

FCR

RR

epor

ts/P

DF/

Thin

king

Rea

derF

ina

l.pdf

Sam

ple

Impl

emen

tatio

n Si

tes:

G

rand

Rap

ids,

Mic

higa

n; L

exin

gton

, Ken

tuck

y;

Atla

nta,

Geo

rgia

; Ric

hmon

d, In

dian

a; K

elle

r, Te

xas;

O

sweg

o C

ount

y, N

ew Y

ork;

Eas

tmon

t Mid

dle

Sch

ool,

Uta

h

Th

e sc

affo

lded

read

ing

envi

ronm

ent e

ncou

rage

s st

rugg

ling

read

ers

to b

uild

met

acog

nitiv

e sk

ills a

nd

com

preh

ensi

on s

trate

gies

.

Th

e pr

ogra

m a

ssis

ts E

nglis

h La

ngua

ge L

earn

ers

with

its

built

-in re

adin

g su

ppor

ts.

The

Uni

vers

al D

esig

n fo

r Lea

rnin

g (U

DL-

base

d)

softw

are

incl

udes

adj

usta

ble

font

siz

e, k

eybo

ard

navi

gatio

n, te

xt c

aptio

ning

, and

scr

een

read

er

com

patib

ility.

At t

his

time

Thin

king

Rea

der i

s lim

ited

to n

ine

book

title

s.

VISU

ALI

ZIN

G A

ND

VER

BA

LIZI

NG

FO

R L

AN

GU

AG

E C

OM

PREH

ENSI

ON

AN

D T

HIN

KIN

G (V

/V)

Lev

els:

3, 4

Prog

ram

Goa

l:

Con

tent

Attr

ibut

es:

A su

pple

men

tal/i

nter

vent

ion

set o

f

Stu

dent

s in

K-

12+

with

wea

k co

ncep

t im

ager

y

Cla

ss R

equi

rem

ents

: M

ain

com

pone

nt is

com

pute

r pro

gram

. Th

e m

anua

l inc

lude

s sp

ecifi

c ob

ject

ives

for e

ach

less

on w

ith s

ampl

e di

alog

ue b

etw

een

the

crea

tor N

anci

Bel

l an

d a

stud

ent.

Exte

rnal

Res

earc

h:

FCR

R c

ites

seve

ral s

tudi

es o

f res

ults

con

duct

ed in

Lo

ng B

each

, CA

and

oth

er s

ites,

but

it w

as d

iffic

ult t

o di

stin

guis

h be

twee

n te

ache

r and

pro

gram

effe

cts.

o

Sys

tem

atic

and

exp

licit

inst

ruct

ion.

Cle

ar d

etai

led

less

on e

xam

ples

at e

ach

step

of i

nstru

ctio

n.

A

ccom

pany

ing

mat

eria

ls a

re w

ell o

rgan

ized

.

Can

be

utiliz

ed in

who

le o

r sm

all g

roup

form

at

WO

RK

IN P

RO

GR

ESS:

NA

TIO

NA

L SE

CO

ND

AR

Y LI

TER

AC

Y IN

TER

VEN

TIO

N P

RO

GR

AM

INVE

NTO

RY*

Def

inin

g Fe

atur

es

Targ

et

Popu

latio

n Im

plem

enta

tion

Req

uire

men

ts

Impa

ct/L

ocat

ion/

Dur

atio

n o

f Su

cces

sful

Im

plem

enta

tion

Add

ition

al In

form

atio

n

© C

opyr

ight

200

7 St

upsk

i Fou

ndat

ion

- Wor

king

Doc

umen

t

5

2

Q

uest

ions

?

S

end

to: l

itera

cy@

stup

ski.o

rg

stra

tegi

es d

esig

ned

to in

stru

ct a

nd

impr

ove

read

ing

com

preh

ensi

on, o

ral

lang

uage

com

preh

ensi

on a

nd

expr

essi

on, w

ritte

n la

ngua

ge

expr

essi

on, a

nd c

ritic

al th

inki

ng s

kills

th

roug

h th

e de

velo

pmen

t of c

once

pt

imag

ery.

Des

ign

Feat

ures

: It

is m

eant

to c

ompl

emen

t 2 o

ther

re

adin

g pr

oduc

ts d

evel

oped

and

su

ppor

ted

by L

inda

moo

d-B

ell L

earn

ing

Proc

esse

s: th

ey a

re L

iPS

and

See

ing

Star

s (s

ee d

escr

iptio

ns e

lsew

here

in

this

mat

rix).

Sour

ces

of In

form

atio

n:

Flor

ida

Cen

ter f

or R

eadi

ng R

esea

rch

The

entir

e A

pril

2006

Pro

gram

Rev

iew

is

ava

ilabl

e at

: w

ww

.fcrr.

org/

FCR

RR

epor

ts/P

DF/

Vis

ualiz

ingV

erba

lizin

g.pd

f

Publ

ishe

r Con

tact

Info

rmat

ion:

Li

ndam

ood

Bel

l 41

6 H

igue

ra S

treet

Sa

n Lu

is O

bisp

o, C

A 9

3401

(8

05) 5

41-3

836

ww

w.li

ndam

oodb

ell.c

om/p

rogr

ams/

Dur

atio

n: T

he fr

eque

ncy

and

dura

tion

of le

sson

s is

dep

ende

nt u

pon

the

inst

ruct

iona

l env

ironm

ent b

ut w

hole

cla

ss a

nd s

mal

l gro

up in

stru

ctio

n is

re

com

men

ded

3-5

times

a w

eek

with

30

min

ute

less

ons

for 8

-12

wee

ks.

Dai

ly

60 m

inut

e se

ssio

ns fo

r 8-1

2 w

eeks

are

reco

mm

ende

d fo

r stu

dent

s re

quiri

ng

one

on o

ne in

terv

entio

n.

Prof

essi

onal

Dev

elop

men

t Req

uire

d:

Non

-man

dato

ry 1

-12

day

wor

ksho

ps o

ffere

d- c

usto

miz

ed a

nd o

n-si

te if

des

ired.

C

onfe

renc

es a

nd P

D v

ideo

s al

so a

vaila

ble

Supp

orts

Pro

vide

d:

Vid

eo c

onfe

renc

e w

orks

hops

are

offe

red

in s

mal

ler s

egm

ents

ove

r lon

ger

perio

ds o

f tim

e, g

ivin

g yo

u pr

ofes

sion

als

the

oppo

rtuni

ty to

pra

ctic

e w

hat t

hey

have

lear

ned

betw

een

sess

ions

and

retu

rn w

ith q

uest

ions

.

Prog

ram

Cos

ts:

Pric

ing

info

rmat

ion

not a

vaila

ble

onlin

e. 2

day

trai

ning

cou

rse

per p

erso

n:

$479

Per F

CR

R, w

hile

it is

con

sist

ent w

ith th

e fa

ct th

at th

e pr

ogra

m c

an b

e us

ed e

ffect

ivel

y to

hel

p “c

lose

the

gap”

in re

adin

g sk

ills fo

r stru

gglin

g re

ader

s, it

is

diffi

cult

to k

now

whi

ch o

f sev

eral

asp

ects

of t

he to

tal

scho

ol in

terv

entio

n pr

ogra

m w

ere

resp

onsi

ble

for t

he

impr

oved

per

form

ance

of t

he s

tude

nts.

Sum

mar

y of

the

rese

arch

sup

port

avai

labl

e at

: w

ww

.fcrr.

org/

FCR

RR

epor

ts/P

DF/

Vis

ualiz

ingV

erba

lizi

ng.p

df

Sado

ski a

nd W

illso

n (2

006)

con

duct

ed a

six

yea

r st

udy

in P

uebl

o S

choo

l Dis

trict

60

in C

olor

ado

whe

re

with

eac

h pa

ssin

g ye

ar a

dditi

onal

sch

ools

gra

dual

ly

impl

emen

ted

the

thre

e Li

ndam

ood-

Bel

l Lea

rnin

g Pr

oces

ses

(LB

LP) p

rogr

ams.

The

stu

dy b

egan

in o

ne

scho

ol a

nd b

y th

e en

d of

the

six

year

s 31

sch

ools

w

ere

incl

uded

. A

n ab

stra

ct o

f the

repo

rt is

ava

ilabl

e on

the

publ

ishe

r’s w

ebsi

te a

t w

ww

.lblp

.com

/rese

arch

/sad

oski

-abs

tract

.htm

l. T

he

repo

rt is

als

o av

aila

ble

in th

e Am

eric

an E

duca

tiona

l R

esea

rch

Jour

nal,

Sprin

g 20

06, V

olum

e 43

, No.

1,

pp. 1

37-1

54.

Sam

ple

Impl

emen

tatio

n Si

tes:

H

as L

earn

ing

Cen

ters

in M

obile

Ala

bam

a; n

umer

ous

loca

tions

in C

alifo

rnia

; Den

ver,

Col

orad

o; M

iam

i, Ta

mpa

, and

Wes

ton,

Flo

rida;

Atla

nta

and

Gw

inne

tt C

ount

y, G

eorg

ia; I

ndia

napo

lis, I

ndia

na, N

ew Y

ork

City

and

Lon

g Is

land

, New

Yor

k; P

hila

delp

hia;

Se

attle

; Was

hing

ton,

D.C

.; D

arie

n, C

onne

ctic

ut;

Chi

cago

, Illin

ois;

Bos

ton;

Birm

ingh

am, M

ichi

gan;

M

orris

tow

n, N

ew J

erse

y; C

harlo

tte, N

C; M

emph

is,

Dal

las

M

ay b

e di

fficu

lt to

kno

w w

hen

to m

ove

to th

e ne

xt

step

with

stu

dent

s.

WIL

SON

REA

DIN

G S

YSTE

M (W

RS)

Leve

ls:

4, 5

Prog

ram

Goa

l: Se

rves

as

an in

terv

entio

n an

d he

lps

stru

gglin

g re

ader

s le

arn

the

stru

ctur

e of

wor

ds a

nd la

ngua

ge b

y di

rect

ly

inst

ruct

ing

stud

ents

to d

ecod

e an

d en

code

(spe

ll) fl

uent

ly.

Con

tent

Attr

ibut

es:

Hig

hly

stru

ctur

ed in

terv

entio

n re

adin

g an

d w

ritin

g pr

ogra

m: p

honi

cs, f

luen

cy,

com

preh

ensi

on.

Des

ign

Feat

ures

: Th

e pr

ogra

m w

as o

rigin

ally

dev

elop

ed

for s

tude

nts

who

hav

e dy

slex

ia, b

ut

has

been

exp

ande

d to

targ

et th

e

Stru

gglin

g se

cond

ary

read

ers

with

de

codi

ng

prob

lem

s w

ho

are

read

ing

at 2

nd

grad

e le

vel a

nd

abov

e

Cla

ss R

equi

rem

ents

: R

equi

res

a sk

illed

teac

her t

o ad

apt t

o al

l stru

gglin

g re

ader

s. T

here

are

two

mod

els

of im

plem

enta

tion:

the

inte

rven

tion

mod

el in

corp

orat

es th

e us

e of

sm

all

grou

p in

stru

ctio

n ta

ught

by

eith

er a

rem

edia

l rea

ding

teac

her o

r reg

ular

cl

assr

oom

teac

her f

or fo

ur o

r fiv

e da

ys e

ach

wee

k du

ring

the

regu

lar s

choo

l da

y. T

he in

tens

ive

mod

el p

rovi

des

thos

e st

uden

ts w

ho h

ave

been

dia

gnos

ed

with

a la

ngua

ge le

arni

ng d

isab

ility

with

tuto

ring

or s

mal

l gro

up in

stru

ctio

n pr

ovid

ed b

y a

Wils

on c

ertif

ied

inst

ruct

or.

Mai

n C

ompo

nent

s:

In

stru

ctor

’s m

anua

l and

rule

s no

tebo

ok

D

icta

tion

book

s, c

ards

, vid

eo s

erie

s

Stu

dent

read

ers

and

wor

kboo

ks

Pro

gres

s M

onito

ring:

Wils

on R

eadi

ng T

est

Exte

rnal

Res

earc

h:

Per F

CR

R, r

esea

rch

avai

labl

e co

nsis

tent

with

the

idea

that

the

prog

ram

can

be

used

effe

ctiv

ely

to h

elp

“clo

se th

e ga

p” in

read

ing

skills

for s

trugg

ling

read

ers.

H

owev

er, t

he re

sear

ch d

esig

ns in

thes

e st

udie

s w

ere

very

wea

k, s

o th

is s

uppo

rt m

ust b

e re

gard

ed a

s te

ntat

ive

at p

rese

nt. T

he W

ilson

Rea

ding

Sys

tem

is

one

of fo

ur in

terv

entio

n pr

ogra

ms

for s

trugg

ling

read

ers

that

was

det

erm

ined

to h

ave

suffi

cien

t pr

elim

inar

y ev

iden

ce o

f effe

ctiv

enes

s to

be

incl

uded

in

a la

rge

scal

e, ra

ndom

ized

con

trol t

rial o

f rea

ding

in

terv

entio

ns fo

r old

er s

tude

nts.

Alth

ough

pre

sent

em

piric

al s

uppo

rt fo

r the

Wils

on R

eadi

ng S

yste

m is

lim

ited,

the

cont

ent a

nd in

stru

ctio

nal d

esig

n of

the

prog

ram

is a

ligne

d w

ith c

urre

nt re

adin

g re

sear

ch.

S

trong

bui

lt-in

com

preh

ensi

on c

ompo

nent

.

The

inst

ruct

iona

l des

ign

is e

xplic

it an

d sy

stem

atic

.

The

scop

e an

d se

quen

ce is

det

aile

d an

d lo

gica

l. E

ach

less

on is

pla

nned

car

eful

ly w

ith a

tim

ed

guid

elin

e to

follo

w.

Th

e le

sson

s ar

e fa

st p

aced

with

mul

tisen

sory

in

stru

ctio

n.

Th

e st

rong

pro

fess

iona

l dev

elop

men

t com

pone

nt

aim

s to

ens

ure

fidel

ity o

f del

iver

y.

D

esig

ned

for s

peci

al e

duca

tion

stud

ents

and

re

quire

s a

skille

d te

ache

r to

adap

t to

all s

trugg

ling

read

ers.

WO

RK

IN P

RO

GR

ESS:

NA

TIO

NA

L SE

CO

ND

AR

Y LI

TER

AC

Y IN

TER

VEN

TIO

N P

RO

GR

AM

INVE

NTO

RY*

Def

inin

g Fe

atur

es

Targ

et

Popu

latio

n Im

plem

enta

tion

Req

uire

men

ts

Impa

ct/L

ocat

ion/

Dur

atio

n o

f Su

cces

sful

Im

plem

enta

tion

Add

ition

al In

form

atio

n

© C

opyr

ight

200

7 St

upsk

i Fou

ndat

ion

- Wor

king

Doc

umen

t

5

3

Q

uest

ions

?

S

end

to: l

itera

cy@

stup

ski.o

rg

need

s of

stu

dent

s w

ho a

re b

elow

gr

ade

leve

l in

read

ing.

Lev

el A

use

s ag

e ap

prop

riate

read

ing

mat

eria

l for

yo

unge

r or E

SL

stud

ents

, whi

le L

evel

B

uses

age

app

ropr

iate

read

ing

mat

eria

l for

old

er s

tude

nts.

The

le

sson

s ar

e fa

st-p

aced

with

con

tinuo

us

inte

ract

ion

betw

een

teac

her a

nd

stud

ent.

Bas

ed o

n th

e O

rton-

Gilli

ngha

m m

ultis

enso

ry p

hilo

soph

y an

d pr

inci

ples

.

Sour

ces

of In

form

atio

n:

Flor

ida

Cen

ter f

or R

eadi

ng R

esea

rch

The

entir

e Ju

ne 2

004

Pro

gram

Rev

iew

is

ava

ilabl

e at

: w

ww

.fcrr.

org/

FCR

RR

epor

ts/P

DF/

wils

on.

pdf

“Res

ourc

e Li

tera

cy G

uide

for

Adol

esce

nt L

itera

cy,”

pag

e 27

, Pr

epar

ed b

y th

e N

atio

nal L

itera

cy

Proj

ect f

or th

e G

ates

Fou

ndat

ion

and

avai

labl

e at

:w

ww

.mau

pinh

ouse

.com

/pdf

/Res

ourc

eG

uide

.pdf

#sea

rch=

%22

%22

a%20

reso

urce

%20

guid

e%20

for%

20A

dole

scen

t%

20Li

tera

cy%

22%

22

Lear

ning

Poi

nt A

ssoc

iate

s-en

tire

prog

ram

eva

luat

ion

avai

labl

e on

pag

e 90

at:

ww

w.le

arni

ngpt

.org

/lite

racy

/ado

lesc

ent/

inte

rven

tion.

pdf#

sear

ch=%

22%

22ad

oles

cent

%20

liter

acy%

20in

terv

entio

n%20

prog

ram

s%22

%22

Publ

ishe

r Con

tact

Info

rmat

ion:

W

ilson

Lan

guag

e Tr

aini

ng

47 O

ld W

ebst

er R

oad,

Oxf

ord,

MA

01

540

(508

-368

-239

9)

ww

w.w

ilson

lang

uage

train

ing.

com

Prof

essi

onal

Dev

elop

men

t Req

uire

d:

Wils

on L

angu

age

Trai

ning

pro

vide

s se

vera

l lev

els

of p

rofe

ssio

nal d

evel

opm

ent.

A tw

o or

thre

e-da

y ov

ervi

ew w

orks

hop

is d

esig

ned

to in

trodu

ce p

artic

ipan

ts to

th

e pr

ogra

m. A

fter c

ompl

etin

g th

is w

orks

hop,

indi

vidu

als

are

able

to u

se th

e pr

ogra

m b

ut a

re n

ot c

onsi

dere

d “tr

aine

d” a

s a

Wils

on c

ertif

ied

tuto

r. Th

e tw

o-da

y ov

ervi

ew is

a p

rere

quis

ite to

the

Wils

on A

cade

my

onlin

e co

mm

unity

m

embe

rshi

p w

hich

pro

vide

s re

sour

ces,

ani

mat

ed d

emon

stra

tions

of k

ey

conc

epts

and

pro

cedu

res,

thre

aded

dis

cuss

ions

and

live

cha

ts w

ith a

Wils

on

train

er. A

com

preh

ensi

ve o

nlin

e co

urse

wor

th 6

gra

duat

e cr

edits

is a

lso

avai

labl

e.

Supp

orts

Pro

vide

d:

Follo

w-u

p si

te v

isits

can

be

arra

nged

for b

oth

inte

rven

tion

and

inte

nsiv

e m

odel

s of

impl

emen

tatio

n.

Wils

on re

com

men

ds th

at s

choo

l dis

trict

s de

velo

p in

-dis

trict

W

ilson

trai

ners

. The

se in

divi

dual

s re

ceiv

e on

goin

g su

ppor

t and

trai

ning

mat

eria

l fro

m W

ilson

. The

re is

als

o an

onl

ine

supp

ort s

yste

m a

nd re

sour

ce c

ente

r-

Wils

on A

cade

my.

Prog

ram

Cos

ts:

$460

for d

elux

e se

t per

cla

ssro

om.

Teac

her w

orks

hops

are

an

addi

tiona

l am

ount

.

Sum

mar

y of

the

rese

arch

sup

port

avai

labl

e at

: w

ww

.fcrr.

org/

FCR

RR

epor

ts/P

DF/

wils

on.p

df

The

Wils

on R

eadi

ng S

yste

m is

one

of f

our

inte

rven

tion

prog

ram

s fo

r stru

gglin

g re

ader

s th

at w

as

dete

rmin

ed to

hav

e su

ffici

ent p

relim

inar

y ev

iden

ce o

f ef

fect

iven

ess

to b

e in

clud

ed in

a la

rge

scal

e,

rand

omiz

ed c

ontro

l tria

l of r

eadi

ng in

terv

entio

ns fo

r ol

der s

tude

nts.

The

tria

l inv

olve

s th

e st

udy

of

inte

rven

tions

for 3

rd a

nd 5

th g

rade

stu

dent

s an

d is

fu

nded

by

the

Inst

itute

for E

duca

tion

Sci

ence

s. A

n ex

ecut

ive

sum

mar

y of

that

stu

dy c

an b

e fo

und

at

http

://w

ww

.ed.

gov/

rsch

stat

/eva

l/dis

adv/

title

1int

erim

repo

rt/ex

ecsu

m.p

df

Sam

ple

Impl

emen

tatio

n Si

tes:

Br

owar

d C

ount

y an

d D

uval

l Cou

nty,

Flo

rida;

New

Yo

rk C

ity; R

oche

ster

, New

Yor

k; W

oodb

ury,

New

Je

rsey

; War

wic

k, R

hode

Isla

nd

*Sou

rce

of In

form

atio

n: (

1) N

atio

nal L

itera

cy P

roje

ct- “

A R

esou

rce

Gui

de fo

r Ado

lesc

ent L

itera

cy,”

Pre

pare

d by

Jud

ith L

. Irv

in fo

r the

Gat

es F

ound

atio

n; (

2) F

lorid

a C

ente

r for

Rea

ding

Res

earc

h w

ebsi

te:

ww

w.fc

rr.or

g (3

) “B

uild

ing

Rea

ding

Pr

ofic

ienc

y at

the

Sec

onda

ry L

evel

: A G

uide

to R

esou

rces

” by

Sou

thw

est E

duca

tiona

l Dev

elop

men

t Lab

orat

ory,

200

0, ((

4) L

earn

ing

Poi

nt A

ssoc

iate

s (N

CR

EL)

200

5 pu

blic

atio

n ”A

dole

scen

t Lite

racy

Inte

rven

tion

Pro

gram

s: C

hart

and

Pro

gram

R

evie

w G

uide

,” an

d (5

) com

pany

/pub

lishe

r web

site

s as

not

ed

Screening and Diagnostic Tests for Secondary Literacy Students

Appendix C:

The attached Inventory contains key information on literacy screening and diagnostic assessment tests for secondary intervention students. The Inventory is not meant to be a comprehensive listing of all available assessment tools but rather a compilation of the tools most often cited for secondary literacy students.

The Inventory includes information on:• Test name• Test type• Applicable ages/grades• Targeted literacy components• Testing Format (individual versus group or both)• Time/Administration requirements• Publisher and cost information

Assessment tools provide a valuable measure of a student’s needs that help to ensure appropriate placement and instruction. Assessments go hand-in-hand with standards and objectives, and measure to what extent the student has acquired that knowledge and ability and to what extent the instructional processes employed can be considered successful.

Types of Assessment:

The following definitions provide guidance on the use of the various assessment tools listed in the Inventory:

• Screening – a quick determination of which students are experiencing difficulties and will need further assessment

• Diagnostic – assessments used to provide specific information about possible causes of individual student reading challenges

54

SC

REE

NIN

G A

ND

DIA

GN

OST

IC T

ESTS

FO

R S

ECO

ND

AR

Y LI

TER

AC

Y ST

UD

ENTS

55

Nam

e of

Tes

t Ty

pe o

f Tes

t:

Scre

enin

g(Sc

),D

iagn

ostic

(D)

Age

/Gra

des

Are

as A

sses

sed

Test

ing

Form

at:

Indi

vidu

al

(In),

Gro

up

(Grp

)

Tim

e/A

dmin

istr

atio

n Pu

blis

her /

Aut

hor/C

ost

ScD

InG

rpAn

alyt

ical

Rea

ding

In

vent

ory

with

R

eade

rs P

assa

ges,

8/

E

G

rade

s K-

12

List

enin

g an

d re

adin

g co

mpr

ehen

sion

, de

codi

ng, p

honi

cs,

fluen

cy

U

n-tim

ed -t

ime

varie

s de

pend

ing

on p

assa

ges

read

Audi

o tra

inin

g C

D p

rovi

ded

to g

uide

teac

hers

thru

as

sess

men

t and

sco

re

inte

rpre

tatio

n

3 fo

rms

of a

sses

smen

t to

mon

itor g

row

th.

Pre

ntic

e H

all 2

006.

Mar

y Ly

nn W

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an

d Al

den

J. M

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incl

udes

Rea

ders

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ady

to c

opy

Stud

y S

heet

s, R

ecor

d sh

eets

, and

two

train

ing

CD

s w

ww

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nhal

l.com

800-

947-

7700

Basi

c R

eadi

ng

Inve

ntor

y- 9

th E

ditio

n

Gra

des

K a

nd

high

er

Dec

odin

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hone

me

awar

enes

s, le

tter

know

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once

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abou

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me

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on

subt

ests

giv

en

Com

pute

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acc

ess

for

repr

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ible

reco

rd b

ookl

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Gui

des

prov

ided

to h

elp

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det

erm

ine

each

ch

ild’s

diff

eren

t rea

ding

le

vels

Kend

all/H

unt P

ublis

hing

Com

pany

, 200

5.

Jerr

y L.

Joh

ns

$47

for e

ach

book

and

CD

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M (w

hich

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clud

es re

prod

ucib

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cord

boo

klet

s)

ww

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t.com

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arch

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log

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3458

Com

preh

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ve T

est

of P

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Pro

cess

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PP

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Gra

des

K-1

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hone

me

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enes

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phon

olog

ical

aw

aren

ess,

lette

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dge

30

min

utes

Opt

iona

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ter C

D

acce

ss fo

r P

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ncia

tion

Gui

de

Pro

Ed

Pub

lishi

ng, 1

999.

Ric

hard

Wag

ner,

Joe

Torg

esen

, Car

ol R

asho

tte

$254

for c

lass

room

kit

incl

udin

g E

xam

iner

’s m

anua

l, 25

reco

rd b

ookl

ets,

pi

ctur

e bo

ok a

nd C

D-R

OM

w

ww

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edin

c.co

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0-89

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Deg

rees

of R

eadi

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Pow

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RP

) G

rade

s 1-

12

Rea

ding

leve

l, co

mpr

ehen

sion

45

min

utes

/unt

imed

Sco

ring

and

repo

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DR

P,

onlin

e te

stin

g. W

eb-b

ased

ve

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ade

avai

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2005

Touc

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ssoc

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ns, I

nc. (

TAS

A) 2

002

ww

w.ta

salit

erac

y.co

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dex.

htm

l80

0-80

0-25

98

$175

per

cla

ssro

om s

et, $

83 fo

r 25

test

bo

okle

ts, $

21 fo

r 25

answ

er s

heet

s

SC

REE

NIN

G A

ND

DIA

GN

OST

IC T

ESTS

FO

R S

ECO

ND

AR

Y LI

TER

AC

Y ST

UD

ENTS

56

Nam

e of

Tes

t Ty

pe o

f Tes

t:

Scre

enin

g(Sc

),D

iagn

ostic

(D)

Age

/Gra

des

Are

as A

sses

sed

Test

ing

Form

at:

Indi

vidu

al

(In),

Gro

up

(Grp

)

Tim

e/A

dmin

istr

atio

n Pu

blis

her /

Aut

hor/C

ost

ScD

InG

rpD

evel

opm

enta

l R

eadi

ng A

sses

smen

t 4-

8(D

RA

)

G

rade

s 4-

8 Fl

uenc

y,

com

preh

ensi

on,

phon

ics

5-

20 m

inut

es

Trai

ning

and

onl

ine

man

agem

ent s

yste

m

Pea

rson

Lea

rnin

g G

roup

, 200

4. J

oetta

B

eave

r and

Mar

k C

arte

r. $2

30 fo

r com

plet

e pa

ckag

e in

clud

ing

teac

her g

uide

, 20

benc

hmar

k bo

oks

(2

copi

es e

ach)

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aste

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nd

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rting

form

s w

ww

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rson

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ning

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0-52

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07

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gnos

tic

Ass

essm

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of

Rea

ding

, 2nd

Edi

tion

(DA

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Age

s 5

to

adul

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com

preh

ensi

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deco

ding

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nem

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aren

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lette

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con

cept

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out p

rint,

sem

antic

s(v

ocab

ular

y an

d m

orph

olog

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phon

olog

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aw

aren

ess

U

p to

40

min

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dep

endi

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on n

umbe

r of s

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give

n (n

o tim

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nstra

int i

s pr

escr

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Opt

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scor

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Has

com

plem

enta

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adin

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ogra

m

Riv

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de P

ublis

hing

Com

pany

(div

isio

n of

Hou

ghto

n M

ifflin

) 200

5. F

lore

nce

Ros

wel

l, Je

anne

Cha

ll, M

ary

Cur

tis, G

ail

Kea

rns

$230

(man

ual,

stud

ent b

ook

and

2 pa

ckag

es o

f 15

of th

e re

spon

se re

cord

).

Eac

h st

uden

t boo

klet

is $

67.

Onl

ine

scor

ing

softw

are

extra

$11

0 w

ww

.rive

rsid

epub

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Rea

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Gra

des

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R

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lang

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co

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r kn

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pho

nem

e an

d ph

onol

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al

awar

enes

s, le

tter

know

ledg

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once

pts

abou

t prin

t

20

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min

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or m

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depe

ndin

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ass

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ent

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0. J

ames

Sh

anke

r and

Eld

on E

kwal

l. $7

1 fo

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k in

clud

ing

test

s, a

sses

smen

t st

rate

gies

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t sum

mar

y sh

eets

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00

Exp

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Voc

abul

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Test

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(EV

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G

rade

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and

up

Ora

l voc

abul

ary

and

wor

d re

triev

al

15

min

utes

Tech

nolo

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ptio

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r fa

ster

adm

inis

tratio

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scor

ing

and

repo

rting

Pea

rson

Edu

catio

n In

c.

Kat

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illia

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for c

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kit

ww

w.p

ears

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sess

men

ts.c

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SC

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NIN

G A

ND

DIA

GN

OST

IC T

ESTS

FO

R S

ECO

ND

AR

Y LI

TER

AC

Y ST

UD

ENTS

57

Nam

e of

Tes

t Ty

pe o

f Tes

t:

Scre

enin

g(Sc

),D

iagn

ostic

(D)

Age

/Gra

des

Are

as A

sses

sed

Test

ing

Form

at:

Indi

vidu

al

(In),

Gro

up

(Grp

)

Tim

e/A

dmin

istr

atio

n Pu

blis

her /

Aut

hor/C

ost

ScD

InG

rpG

ray

Dia

gnos

tic

Rea

ding

Tes

ts- 2

nd

Edi

tion

(GD

RT-

2)

Ag

es 6

-14

Rea

ding

co

mpr

ehen

sion

, de

codi

ng, l

ette

r kn

owle

dge,

con

cept

s ab

out p

rint,

sem

antic

s(v

ocab

ular

y an

d m

orph

olog

y),

phon

olog

ical

aw

aren

ess

45

-60

min

utes

An

onlin

e/so

ftwar

e sc

orin

g an

d re

port

syst

em is

av

aila

ble

2 fo

rms

of te

st a

re a

vaila

ble

for t

est-r

etes

t app

licat

ions

.

Pro

Ed

Pub

lishi

ng C

o. 2

004.

Bria

n an

d D

iane

Bry

ant,

J. L

ee W

iede

rhol

t $2

50 fo

r com

plet

e ki

t inc

ludi

ng e

xam

iner

’s

man

ual,

stor

yboo

ks (A

and

B),

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cord

fo

rms

for e

ach

form

of t

est

ww

w.p

roed

inc.

com

800-

897-

3202

Gra

y O

ral R

eadi

ng

Test

, 4th

Edi

tion

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RT-

IV)

Ages

6-1

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com

preh

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l re

adin

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ency

15-4

5 m

inut

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Two

form

s of

the

test

are

av

aila

ble

for t

est-r

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t ap

plic

atio

ns

Pro

-Ed

Pub

lishi

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o. 2

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J. L

ee

Wie

derh

olt a

nd B

rian

Brya

nt.

$242

for c

ompl

ete

kit i

nclu

ding

exa

min

er’s

m

anua

l, st

uden

t boo

k, 2

5 ex

amin

er

reco

rd fo

rms

for e

ach

form

of t

est

ww

w.p

roed

inc.

com

800-

897-

3202

G

ray

Sile

nt R

eadi

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Test

s (G

SR

T)

Age

s 7-

25

Sile

nt re

adin

g co

mpr

ehen

sion

15

-30

min

utes

Alte

rnat

ive

form

s of

test

for

repe

ated

test

ing

Pro

Ed

Pub

lishi

ng C

o. 2

000.

J. L

ee

Wie

derh

olt a

nd G

inge

r Bla

lock

$1

60 fo

r a c

ompl

ete

kit i

nclu

ding

man

ual

25 p

rofil

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spon

se fo

rms,

and

10

each

of

Rea

ding

Boo

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rms

A a

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w

ww

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0-89

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up R

eadi

ng

Ass

essm

ent a

nd

Dia

gnos

tic

Eva

luat

ion

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AD

E)

Gra

des

Pre

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and

high

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Rea

ding

and

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ngua

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com

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voca

bula

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t se

cond

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(Gro

up- 6

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min

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)

Onl

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scor

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repo

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d m

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ring

optio

ns

avai

labl

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m p

ublis

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Pea

rson

Lea

rnin

g G

roup

, 200

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athl

een

Willi

ams

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6, M

, H, A

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clud

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0 st

uden

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ache

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w.p

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onle

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om80

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SC

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NIN

G A

ND

DIA

GN

OST

IC T

ESTS

FO

R S

ECO

ND

AR

Y LI

TER

AC

Y ST

UD

ENTS

58

Nam

e of

Tes

t Ty

pe o

f Tes

t:

Scre

enin

g(Sc

),D

iagn

ostic

(D)

Age

/Gra

des

Are

as A

sses

sed

Test

ing

Form

at:

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vidu

al

(In),

Gro

up

(Grp

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Tim

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dmin

istr

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n Pu

blis

her /

Aut

hor/C

ost

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rp

Lexi

a C

ompr

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R

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est

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des

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2 D

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and

phon

ics,

flue

ncy,

w

ord

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gniti

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read

ing

com

preh

ensi

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ate

20

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min

utes

Com

pute

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pute

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pro

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cl

assr

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ool a

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dist

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10 m

inut

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gres

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a Le

arni

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yste

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Inc.

$1

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r stra

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er s

tude

nts

for

olde

r stu

dent

s (fo

r 3 s

tude

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ages

9 to

ad

ult).

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Nam

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at:

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abul

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Appendix D:

Sample Secondary Literacy Level I - V Instructional Schedule

Grades 4-5 Grades 6-8 Grades 9-10 Grades 11-12

ELA- Level I and IIAdvanced

(Above Grade Level)

2-2.5 hours

Core materials withfidelity (with

enhancements)

1-2 periods

Core materials withfidelity (with

enhancements)

1-2 periods

Core materialswith fidelity(withenhancements)

1-2 periods

Core materials withfidelity(with

enhancements)

LA- Level I and IIBenchmark

PROFICIENT(Grade level)

2-2.5 hours

Core materials withfidelity

1-2 periods

Core materialswith fidelity

1-2 periods

Core materials with fidelity

1-2 periods

Core materials with fidelity

ELA- Level IIIStrategic

BASICBELOW BASIC

APPROACHING BASIC

An additional30-45 minutes

Core materials withuniversal access

companionsw/or w/o

targeted interventionprogram

An additional1 period

or modified 2nd

period within block

Core materialswith universal

access companionsw/ or w/o

differentiated intervention program

An additional1 period

or modified 2nd

period within block

Core materialswith universal

access companionsw/ or w/o

differentiated intervention program

An additional 1 period or modified 2nd period

within block

Core materials withuniversal access

companionsw/ or w/o

differentiatedintervention program

ELA- Level IV or VIntensive

FAR BELOW BASICUNSATISFACTORY

2-2.5 hr. in lieu of coreELA or 1-1.5 hr. ‘inaddition to core’

District-approved,evidence-based

intervention

2 periods in lieu ofcore ELA or ‘in

addition’


intervention

2 periods in lieu ofcore ELA or ‘in

addition’


intervention

2 periods in lieu of coreELA or ‘in addition’


intervention

ELLProficient

(Language Levels 4-5)

30 – 45 minutes

Leveled ELD instruction daily using appropriate,district-approved ELD

materialsplus ELA core

Daily ELD instructionin core class with

differentiatedinstruction


differentiatedinstruction


differentiated instruction

ELLProficient

(Language Levels 1-3)

30-45 minutes

Leveled ELD instructionusing appropriate,

district-approved ELDmaterials

plus ELA core

1 period

ELD instruction dailyusing state-adopted

ELD materials

Note: May be inclusiveof ELA intervention

supportplus ELA core

1 period


ELD materials



1 period


ELD materials



62

Resource Guide Expert Reviewer Bios

Dr. Joseph Torgeson, Director, Florida Center for Reading ResearchJoseph Torgeson is currently appointed as the Robert M. Gagne Professor of Psychology and Education at Florida State University, and he also serves as the Director of the Florida Center for Reading Research. He has been conducting research with children who have learning problems for 25 years, and is the author of over 160 articles, book chapters, books and tests related to reading and learning disabilities. For the last 15 years, he has been part of the effort supported by the National Institute of Child Health and Human Development to learn more about the nature of reading disabilities and ways to prevent and remediate reading problems in children. In his new role as Director of the Florida Center for Reading Research, he is working to help disseminate research- based information about reading throughout Florida, and is also helping to provide leadership to the Reading First initiative in Florida.

Sharon Vaughn, H.E.Hartfelder Southland Corp Regents Chair, Professor, University of TexasSharon Vaughn, a UT-Austin professor who directed the Vaughn Gross Center at the University of Texas, is published frequently and, at any given time, has numerous research grants in the works. She and her graduate students are working with the school districts to improve student performance. She has published more than 10 books and over 100 research articles, many linking research to practice. Recent awards include the University of Texas Dean’s Award for Research and SIG Outstanding Researcher Award. Sharon has served on various Advisor Boards including: The Board of Advisors, University of Texas System, Institute for Public School Initiatives and the Board of Advisors, Hispanic Family Literacy Center.

Donald Deshler, Director of the Center for Research on Learning, University of KansasDon provides leadership for research, product development and professional development opportunities at the Center for Research on Learning (CRL). He is the author of numerous textbooks dealing with the teaching of learning-disabled adolescents, strategic instructional methods for teaching content instruction to all students, and evidence-based instructional practices for secondary schools. He is currently on the editorial boards of six varied journals dealing with learning disabilities and special education. Don is a frequent recipient of awards and specialized grants, including the J.E. Wallace Wallin award from the Council for Exceptional Children and the Learning Disabilities Association award from the Learning Disabilities Association of America for outstanding research and service for at-risk populations.

Appendix E:

Dr. Mark Shinn is a national assessment expert who provided valuable feedback and review to the Secondary Literacy Intervention Assessment Matrix.

Dr. Mark Shinn, Chief Scientist, EdFormation Inc., is a Professor of School Psychology at National Louis University and was a faculty member in School Psychology and Special Education at the University of Oregon for almost 20 years. He is a nationally recognized consultant in the area of Response-to-Intervention (RTI). Mark is a member of the national Technical Review Panel for the Office of Special Education Programs (OSEP) progress-monitoring National Technical Assistance Center. He has edited two books on Curriculum-Based Measurement (CBM) and has published more than 75 journal articles and book chapters on the topic of progress monitoring.

63