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Reading: Grades 4-12: Resources
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As you apply for ARRA funds and implement your plan, COI's resources can help you identify reforms that work and how to implement them. As you advance reforms in the area of "data systems to support instruction", consider that COI's resources cover the use of data to inform instructional practices and decision making; inform professional development for teachers and administrators; and improve teacher and principal effectiveness.
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Published: 1/21/2010 3:17 PM
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As you apply for ARRA funds and implement your plan for "turning around lowest-performing schools", COI's resources can help you understand research-based practices to provide high-quality instruction and effective intervention to reach struggling students. Our resources can also help principals understand how to plan initiatives to improve the instructional programs for students and how to serve as an instructional leader at their school.
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Published: 1/21/2010 3:11 PM
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As you apply for ARRA funds and implement your plan, COI's resources can help you identify reforms that work and how to implement them. As you advance reforms in "effective leaders and teachers", consider that COI's resources cover the research on high-quality instruction and interventions; using data to inform instruction; high-quality coaching and professional development for your teachers; and how to improve teacher and principal effectiveness.
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Published: 1/21/2010 3:01 PM
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As you apply for ARRA funds and implement your plan, COI's resources can guide you in your decision-making about what reforms work and how to implement them most effectively in the area of "standards and assessments". COI's resources can help you implement high-quality assessments and use information from assessments to guide classroom instruction.
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Published: 1/21/2010 2:48 PM
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This report presents information about assessment, instructional interventions, and professional development with a particular focus on ELL students who have been identified with a language and/or learning disability or who are at risk for reading difficulties. The focus of the intervention section is on those that have demonstrated success at remediating reading for ELLs who have either identified language impairment, reading and/or learning disabilities, or those who are performing significantly below their peers in reading achievement. The report also offers recommendations followed by discussion and empircal evidence for the types of instructional interventions that best serve ELLs who are at risk for reading difficulties who may or may not have an identified language and/or learning disability.
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Published: 9/21/2009 10:53 AM
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This suite of resources has two purposes. First, it is designed to guide the delivery of instruction for adolescent struggling readers, particularly secondary interventions in the general education context. Second, it seeks to deepen technical assistance providers’ knowledge of reading-related issues for adolescents with reading difficulties and learning disabilities and enrich providers’ work with SEAs and LEAs. Detailing selected research-based instructional practices associated with positive effects for adolescent struggling readers, the suite comprises (a) a meta-analysis, (b) a practice brief, (c) a professional development module, and (d) training of trainers materials.
(a) Interventions for Adolescent Struggling Readers: A Meta-Analysis with Implications for Practice summarizes and synthesizes aspects of recent research on reading instruction for adolescent struggling readers to determine the relative effectiveness of interventions and outlines implications of these findings for practice. It focuses on interventions to improve students' reading vocabulary, accurate decoding of unfamiliar words in text, reading fluency and their use of reading comprehension strategies. A capacity building indicator (CBI) form is provided.
(b) Effective Instruction for Adolescent Struggling Readers: A Practice Brief takes the meta-analysis a step further for educators and decision-makers working in the field. It addresses the five reading components, compares successful and struggling readers’ behaviors, and describes effective school-based instructional practices. A capacity building indicator (CBI) form is provided.
c) Effective Instruction for Adolescent Struggling Readers: Professional Development Module combines information from the meta-analysis and practice brief into an interactive presentation on effective, research-based instruction in secondary reading. It includes a PowerPoint presentation with speaker’s notes and a Facilitator’s Guide. NOTE: Depending on your Web browser, you may have to save the file to your computer in order to see the notes.
(d) The Training of Trainers PD Module is designed to train others to facilitate presentations of the Effective Instruction for Adolescent Struggling Readers: Professional Development Module. It contains all slides from the EIASR PD Module, presentation guidelines, and suggestions for customizing the PD for different audiences. A handout on customizing the PD is also provided.
These resources align with Academic Literacy Instruction for Adolescents: A Guidance Document from the Center on Instruction (Torgesen et al., 2007) also available in this section of the website.
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Published: 7/23/2009 12:45 PM
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This guide, designed to help principals monitor and support adolescent literacy instruction in their schools more effectively, can be used at the late elementary school level, in content-area classes in middle and high school, and with intervention groups or classes. It provides a scaffold to build principals' understanding of scientifically based reading instruction, as a means for a principal to gather information about the quality of literacy and reading intervention instruction in a school, and as a data collection guide for planning targeted professional development and resource allocation. It includes examples of what a principal might expect to see in a classroom as well as templates that states, districts, and schools may use or adapt.
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Published: 5/26/2009 3:41 PM
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This guide, designed for technical assistance providers working with state education leaders to improve reading achievement, describes a suite of Student Center Activities offering teachers a wide range of activities to engage students in differentiated reading activities during small-group work in the classroom. The activities target specific skills, scaffold student learning, and provide engaging practice to extend student learning and increase the time focused on critical reading skills at all levels of reading proficiency. Originally prepared for use in Florida schools, these activities are appropriate in any elementary school context and are consistent with scientific research on reading instruction.
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Published: 2/5/2009 4:00 PM
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This annotated bibliography, updated from a 2007 edition, is intended as a resource for technical assistance providers as they work with states on adolescent literacy. This revision includes current research and documents of practical use in guiding improvements in grades 4-12 reading instruction in the content areas and in interventions for struggling readers. It is organized into four categories aligned with information provided in adolescent literacy guidance documents previously developed by the Center on Instruction: Policy and Leadership, Assessment for Instruction, Academic Literacy in the Content Areas, and Interventions for Struggling Readers.
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Published: 2/2/2009 4:11 PM
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This guide, a companion volume to two other publications from the Center on Instruction, Academic Literacy Instruction for Adolescents and Improving Literacy Instruction in Middle and High Schools: A Guide for Principals, provides information about the key elements of a comprehensive assessment plan to improve literacy instruction for adolescents and provides examples of assessments and assessment systems currently in use or under development to improve literacy instruction for students in grades 4-12.
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Published: 1/5/2009 1:25 PM
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The Center on Instruction has developed a two-day professional development module based on the Florida Center for Reading Research's "Guidelines for Reviewing a Reading Program." The training module is designed to guide reviewers of reading programs through the review process to determine if a program is consistent with the scientific research on reading. The Participant's Guide contains resources (charts, summaries, and the Guidelines themselves) that are discussed during the professional development session but it can also serve as a stand-alone tool for reviewing any reading program.
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Published: 10/3/2008 2:54 PM
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To investigate the ways in which academic and behavior problems develop, McIntosh, Homer, Card, Boland, and Good (2006) conducted a retrospective longitudinal analysis of the interaction between reading skills and problem behavior among students from kindergarten through Grade 5 in a school district that was implementing universal support systems for both reading and behavior. The authors also sought to determine the usefulness of screening assessments in reading to predict responses to school-wide positive behavior support. This Center on Instruction synopsis outlines the authors' hypotheses, describes the results of their data analysis from reading and behavior measures, and discusses implications of these results for prevention of and intervention in both reading and behavior problems. The study appeared in School Psychology Review, 35, 275-291.
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Published: 10/2/2008 8:40 AM
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Students with learning disabilities often experience difficulty making the transition from primary-level "learning to read" to upper-level "reading to learn". This synopsis of "Improving Comprehension of Expository Text in Students with Learning Disabilities: A Research Synthesis" discusses the results of a synthesis of 29 studies that addressed instructional approaches for enhancing reading comprehension and their implications for helping students with LD improve their reading comprehension in content-area instruction. The authors describe two main types of interventions: content enhancement and cognitive strategy instruction, both found to be highly effective in this population.
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Published: 7/17/2008 1:53 PM
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A body of research-based practices is emerging to guide instruction for adolescent struggling readers. This practice brief focuses on the five reading components adolescents need to succeed in school and beyond. Each component - word study, fluency, vocabulary, comprehension, and motivation - discussed in terms of the available research, comparisons of successful and struggling readers' behaviors, and recommended instructional practices. The brief aligns with on two Center on Instruction publications, Reading Interventions for Adolescent Struggling Readers: A Meta-Analysis with Implications for Practice (Scammacca et al., 2007) and Academic Literacy Instruction for Adolescents: A Guidance Document from the Center on Instruction (Torgesen et al., 2007).
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Published: 3/21/2008 7:47 AM
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Although writing has received less attention than reading, it is a critical aspect of literacy and one in which effective instructional techniques and intervention models are needed. This synopsis distills the findings reported in Writing Next, with special attention to findings for students with learning disabilities. It identifies 11 instructional strategies, listed in decreasing order of effect size.
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Published: 2/15/2008 3:13 PM
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This "quick start" guide for principals of both middle and high schools identifies three goals for secondary school literacy initiatives and provides elements of instruction required to meet these goals. It then outlines the critical elements of a school-level literacy action plan.
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Published: 9/24/2007 6:28 PM
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Results of this meta-analysis provide guidance for intervening with adolescent struggling readers, outlining major implications for practice. The report focuses on interventions designed to improve students' use of reading comprehension strategies. It also considers the impact of interventions that target improved reading vocabulary, accurate decoding of unfamiliar words in text, and increased reading fluency.
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Published: 8/13/2007 6:59 PM
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In a video conference held on April 30, 2007, Dr. Joseph Torgesen of COI's Reading Strand provided an overview of the newly released "Adolescent Literacy Instruction for Adolescents: A Guidance Document from the Center on Instruction." To view the archived video, go to http://www.wfsu.org/fcrr/ and click on "Overview of Academic Literacy Instruction for Adolescents" in either RealTime or Windows Media. The PowerPoint used as the handout discussed in the video conference is also available.
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Published: 5/11/2007 5:57 PM
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This document developed by the Center on Instruction's Reading, Special Education and ELL Strands makes recommendations for improving literacy-related instruction in the content areas or across the entire school day, interventions for students reading below grade level, and recommendations for supporting literacy development in adolescent English language learners.
Also included are comments from experts in response to questions about methods for improving academic literacy in adolescents and examples of state activities in support of improved adolescent literacy in California, Florida, Rhode Island, and Washington.
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Published: 3/9/2007 1:22 PM
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Presented at the K-3 and Adolescent Literacy Workshop February 14-15, 2006, by Dr. Marcia Kosanovich, Florida Center for Reading Research at FSU.
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Published: 1/22/2007 2:36 PM
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This brief provides guidelines for building a high-quality professional development program to support reading instruction in elementary schools.
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Published: 11/29/2006 1:23 PM
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Presented at the K-3 and Adolescent Literacy Workshop February 14-15, 2006, by Dr. Marcia Kosanovich, Florida Center for Reading Research at FSU.
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Published: 8/8/2006 9:12 AM
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Presented at the K-3 and Adolescent Literacy Workshop February 14-15, 2006, by Dr. Joseph K. Torgesen, Florida Center for Reading Research at FSU.
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Published: 6/7/2006 5:04 PM
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This handbook, edited by the Center on Innovation and Improvement, was developed by the five national content centers (Assessment and Accountability Comprehensive Center, Center on Innovation & Improvement, Center on Instruction, National Comprehensive Center for Teacher Quality, and National High School Center). The purpose of the Handbook is to bolster the effective implementation of the intervention models and strategies outlined in the 2009 School Improvement Grant (SIG) program in order to achieve the program’s clear goal—rapid improvement of persistently low-achieving schools. In particular, this Handbook offers practical explanations of the SIG’s required and recommended models and strategies, references to the underlying research, and connections to useful resources. The intended audience includes state education agencies (SEAs), local education agencies (LEAs), charter management organizations (CMOs), education management organizations (EMOs), organizational partners engaged in school improvement, and schools engaged in rapid improvement. To download the entire 210-page document, each chapter individually, or chapters by topic, click here.
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Published: 1/21/2010 2:30 PM
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This guidance document from the Carnegie Corporation of New York's Council on Advancing Adolescent Literacy discusses some of the challenges for adolescents who struggle with written texts in the academic subject areas of history, science, mathematics, and literacy. It also explores how standards, assessments, and teaching instruction can be strengthened in order to support these readers. The guidance document is available at http://www.carnegie.org/literacy/tta/pdf/tta_Lee.pdf.
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Published: 11/2/2009 2:12 PM
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This guide from the Carnegie Corporation of New York's Council on Advancing Adolescent Literacy draws together evidence on nine of the most commonly used, commercially available reading comprehension assessments for use with adolescents. It provides a critical view into the strengths and weaknesses of each. Authors Leila Morsy, Michael Kieffer, and Catherine Snow focus on the utility of assessments for the purposes of screening groups of students to identify those who struggle and diagnosing their specific needs. The guide is available at http://www.carnegie.org/literacy/tta/pdf/tta_Morsy.pdf.
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Published: 11/2/2009 1:38 PM
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This report from Carnegie Corporation of New York's Council on Advancing Adolescent Literacy describes the research base and data on how to help students "read to learn." It also includes a discussion of best practices and describes how the practices and recommendations in the document are currently being implemented in schools and districts across the U.S. and, if implemented widely, hold promise for helping students become more skilled readers as they enter college and careers. This report is available at http://www.carnegie.org/literacy/tta/pdf/tta_Main.pdf.
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Published: 11/2/2009 11:13 AM
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This series of modules from the National Center on Response to Intervention provides information about how student progress monitoring, specifically Curriculum Based Measurement (CBM), can be used to determine a student's response to an intervention. The six modules include an introduction to CBM, using CBM in reading, math, written expression and spelling, other ways to use CBM data, and using CBM to determine RTI. These modules are designed for conducting professional development, course offerings, or individual study. Each module includes a PowerPoint presentation with notes, a manual, and handouts. While they are intended to be used as a series, each module can stand on its own. To access the CBM Modules, visit http://www.rti4success.org/index.php?option=com_content&task=view&id=1172&Itemid=150.
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Published: 5/7/2009 10:37 AM
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This article from the RTI Action Network discusses the RTI component of scientifically based instructions for all students--Tier 1. It also provides information on selecting a Tier 1 core program in reading, and addresses the issue of selecting core programs in other subjects of writing, mathematics, science, and social studies. It is available for download here.
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Published: 4/22/2009 12:50 PM
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The National Center on Response to Intervention has established a standard process to evaluate the scientific rigor of commercially available tools and interventions that can be used in an RTI context. A Screening Reading Tools Chart which reviews DIBELS, Scholastic, STAR, and STEEP programs is available online (submission to the review process was voluntary). The Center provides this information to assist educators and practitioners in making informed decisions about scientifically based tools that best meet their individual needs. The Screening Reading Tools Chart is available here.
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Published: 4/21/2009 9:36 AM
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The Striving Readers program aims to improve the reading skills of middle- and high school-aged students reading below grade level by investigating (1) supplemental literacy interventions targeted toward students who are reading significantly below grade level and (2) cross-disciplinary strategies for improving student literacy through discretionary, competitive grants with a strong experimental evaluation component. Striving Reader grants were awarded to eight sites in March 2006 with plans to continue the interventions at least through the five years of the grant. During each year of implementation, independent evaluators under contract to the grantee track and measure the program’s implementation. Annual implementation reports describe the school context, the logic model for the intervention, the implementation research questions and implications for implementation of the adolescent literacy intervention. Project Profiles provide a brief summary of the setting, literacy model under investigation, research questions and the evaluation design used in the project. A cross-site synthesis provides an analysis of common elements and findings across the eight projects—to date. To access the these documents, go to http://www.ed.gov/programs/strivingreaders/performance.html.
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Published: 3/23/2009 11:54 AM
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Presented at the 2006 Summer Institute on Student Progress Monitoring, this "Progress Monitoring in the Context of Responsiveness-to-Intervention" by Lynn Fuchs, Douglas Fuchs, John Hintze, and Erica Lemke provides clear distinctions between services offered in the different tiers of RTI and addresses both reading and math. This resource includes the PowerPoint presentation, a manual, and handout materials that include an appendix for additional RTI resources.
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Published: 12/19/2008 11:35 AM
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This practice guide from the What Works Clearinghouse offers five evidence-based recommendations for educators to use to improve literacy levels among adolescents in upper elementary, middle, and high schools. It also discusses the quality and quantity of evidence that supports them. This guide will help educators implement strategies to improve literacy practices, with examples of how this implementation may occur in a school setting. To access this document, go to http://ies.ed.gov/ncee/wwc/publications/practiceguides/#adlit_pg
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Published: 9/9/2008 9:57 AM
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This 2007 brief developed by the National High School Center describes issues related to the implementation of RTI at the high school level. It provides an overview of RTI, describes current research on RTI and secondary education, and provides an example, the Long Beach, CA school district, that implemented RTI so successfully at the high school level that they are applying it to their middle schools. The document is available for download below.
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Published: 8/13/2008 9:55 AM
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The Council for Exceptional Children's May/June 2007 issue, edited by guest editors Douglas and Lynn Fuchs, provides a cogent framework for understanding RTI as a means of preventing academic failure and identifying students as having learning disabilities. The articles in this special issue present a coherent set of developmental practices that can provide administrators and practitioners with an understanding of the benefits of using RTI and demonstrate how instruction and a tiered approach to service delivery, along with progress monitoring, can be implemented within schools and classrooms. The document is available for download below.
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Published: 8/12/2008 9:01 AM
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Doing What Works is a website dedicated to assisting teachers in the implementation of effective educational practices. It contains practice guides developed by IES that evaluate research on the effectiveness of teaching practices described in the guides and examples of possible ways this research may be used. To access this website, visit http://dww.ed.gov/topic/topic_landing.cfm?PA_ID=6&T_ID=13.
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Published: 7/28/2008 10:19 AM
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This document from the Utah State Office of Education uses Utah's Core Curricula to guide educators K-12 in implementing a 3-tier model of reading instruction. While specific to Utah, it has potential utility for a broader audience of those just beginning implementation of RTI-multi-tiered models for reading instruction. It is available for download below or at their website, http://www.usoe.k12.ut.us/SARS/servicesinfo/pdfs/3-tierread.pdf.
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Published: 1/18/2008 11:03 AM
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In this transcript of an April 2007 question-and-answer session sponsored by the National Center on Learning Disabilities, Drs. Sharon Vaughn and Jeanne Wanzek answer questions about features of evidence-based reading instruction, the delivery of effective supplemental services, the importance of collecting, and using data to inform instruction. They also offer information about the implementation of RTI. The transcript is available at http://www.ncldtalks.org/content/interview/detail/1204/
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Published: 12/17/2007 12:10 PM
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The final report of a year-long study of adolescent literacy conducted by the National Association of State Boards of Education, this 2006 document outlines recommendations for policymakers based on joint problem-solving, collaborative practice, and collective accountability that engages students in purposeful reading and writing in all subjects being taught.
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Published: 11/26/2007 12:15 PM
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The National Association of State Boards of Education developed this guidance document about state policies and programs that lead to actual instructional changes in the classroom, including actions that must be taken at all levels--state, district, school, and classroom--to impact instructional practices and improve student reading skills. It is available at http://www.nasbe.org/index.php/file-repository?func=fileinfo&id=132.
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Published: 11/26/2007 11:34 AM
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This 2005 report from the National Association of Secondary School Principals describes research-based practices that can be used to create a secondary school literacy instructional plan that not only targets the literacy of all students but also encourages postsecondary education and the enhancement of future employability. It also includes descriptions of schools that have implemented these practices. A hard copy of the document is $21 from the National Association of Secondary School Principals. However, it is available for free in PDF format from several internet sites, such as http://www.ecs.org/html/Document.asp?chouseid=6478.
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Published: 11/21/2007 1:32 PM
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This practice guide from the National Center for Education Research, Institute of Education Sciences, offers teachers ways to improve their instruction and their students' study habits to enhance learning and remembering information. It offers seven of the more concrete and applicable recommendations available for improving instruction and student learning. The guide is available for downloading at http://ies.ed.gov/ncee/wwc/pdf/practiceguides/20072004.pdf
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Published: 11/2/2007 4:34 PM
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This PowerPoint presentation is intended for teachers who are currently implementing CBM in reading and/or math and administrators who are supporting CBM implementation. Advanced issues covered include interpreting CBM reading and math data, using the database to inform instructional decision making, and selecting research-validated interventions.
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Published: 8/3/2007 1:48 PM
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This online module, the fourth of a series providing information on Response to Intervention, covers such topics as preparing teachers to implement RTI, effectively implementing RTI components in each tier, and challenges for school professionals to consider when implementing RTI. The fourth module can be accessed at http://iris.peabody.vanderbilt.edu/rti04_alltogether/chalcycle.htm
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Published: 8/3/2007 1:12 PM
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Part of the Issues & Answers series from the Fast Response Projects conducted by the regional educational laboratories on current education issues, this 67 page report describes an investigation of adolescent literacy initiatives in seven states, analysis of a sample of interventions to improve literacy outcomes and guidance for matching interventions to specific school needs. The report was developed by the Regional Education Laboratory Southeast at SERVE Center, University of North Carolina, Greensboro.
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Published: 7/26/2007 6:39 PM
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The National Governors Association Center for Best Practices - Adolescent Literacy Advisory Panel identified five strategies for governors and state leaders to establish a framework and policies to support improvement of adolescent student literacy. This 41-page document provides a description of the work of the Advisory Panel including thorough discussion of each strategy and appendices with additional resources, contacts and examples of how the strategies have been implemented. It is available for online reading or download at The National Governors Association website at http://www.nga.org/portal/site/nga/menuitem.9123e83a1f6786440ddcbeeb501010a0/?vgnextoid=8f09ab8f0caf6010VgnVCM1000001a01010aRCRD.
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Published: 8/25/2006 1:57 PM
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