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21.  Put Reading First: Helping Your Child Learn to Read - A Parent Guide [K-3]

This 5-page brochure discusses the basics on how to help your child become a reader -- what to look for at school and do at home in 25 easy-to-follow tips. This publication is produced by the Partnership for Reading, a collaborative effort of National Institute for Literacy (NIFL), the National Institute of Child Health and Human Development (NICHD), the U.S. Department of Education, and the U. S. Department of Health and Human Services.

Reading Parent Guide HTML (9.79 KB) Reading Parent Guide PDF (612.51 KB) Relevancy: 25.14% Published: 5/31/2006 3:26 PM

22.  The Nation's Report Card: Reading 2009 [4-8]

This report presents results of the 2009 National Assessment of Educational Progress (NAEP) in reading at grades 4 and 8. Results show that the overall average score for fourth-graders in 2009 was unchanged from the score in 2007 but was higher than the scores in other earlier assessment years from 1992 to 2005. The average score for eighth-graders in 2009 was one point higher than in 2009 and four points higher than 1992 but was not consistently higher than in all the assessment years in between. There were no significant changes from 2007 to 2009 in the score gaps between White and Black students or between White and Hispanic students at eighter grade 4 or grade 8. To access this report, click here.

Relevancy: 25.04% Published: 3/25/2010 1:51 PM

23.  Effective Instruction for Adolescent Struggling Readers: A Practice Brief [4-12]

A body of research-based practices is emerging to guide instruction for adolescent struggling readers. This practice brief from the Center on Instruction 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).

Effective Instruction for Adolescent Struggling Readers: A Practice Brief (296.55 KB) CBI: Effective Instruction for Adolescent Struggling Readers Practice Brief (26.15 KB) Relevancy: 25.04% Published: 3/21/2008 7:47 AM

24.  Assistance to States: Revising Certification Exams and Reading Standards [K-12]

Presented at the K-3 and Adolescent Literacy Workshop February 14-15, 2006, by Dr. Marcia Kosanovich, Florida Center for Reading Research at FSU.

Relevancy: 25.04% Published: 1/22/2007 2:36 PM

25.  Reading in the Disciplines: The Challenges of Adolescent Literacy [4-12]

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.

Relevancy: 25.03% Published: 11/2/2009 2:12 PM

26.  Measure for Measure: A Critical Consumer's Guide to Reading Comprehension Assessments for Adolescents [4-12]

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.

Relevancy: 25.03% Published: 11/2/2009 1:38 PM

27.  Language and Reading Interventions for English Language Learners and English Language Learners with Disabilities [K-12]

This report from the Center on Instruction 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 empirical 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.

Language and Reading Interventions for English Language Learners and English Language Learners with Disabilities (3.42 MB) CBI: Language & Reading Interventions for ELLs (23.93 KB) Relevancy: 25.03% Published: 9/21/2009 10:53 AM

28.  Synopsis of "The Use of Reading and Behavior Screening Measures to Predict Nonresponse to School-Wide Positive Behavior Support: A Longitudinal Analysis" [K-5]

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. The Center on Instruction hostd a webinar on October 10, 2008, to allow author Kent McIntosh to discuss this study. The archived WebEx file and PowerPoint presentation can be accessed here.

Synopsis of "The Use of Reading and Behavior Screening Measures to Predict Nonresponse to School-Wide Positive Behavior Support: A Longitudinal Analysis" (324.09 KB) CBI: Synopsis of "Use of Reading Behavior Screening Measures" (25.58 KB) Relevancy: 25.03% Published: 10/2/2008 8:40 AM

29.  Utah's 3-Tier Model of Reading Instruction [K-12]

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.

Utah's 3-Tier Model of Reading Instruction (1.03 MB) Relevancy: 25.03% Published: 1/18/2008 11:03 AM

30.  Evidence-Based Decisionmaking: Assessing Reading across the Curriculum Interventions [4-12]

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.

Evidence-Based Decisionmaking: Assessing Reading across the Curriculum Interventions (1.54 MB) Relevancy: 25.03% Published: 7/26/2007 6:39 PM

31.  A Comprehensive K-3 Reading Assessment Plan: Guidance for School Leaders [K-3]

Because scientific studies have repeatedly demonstrated the value of regularly assessing reading progress, a comprehensive assessment plan is a critical element of an effective school-level plan for preventing reading difficulties. This guide from the Center on Instruction provides valuable information for school leaders.

A Comprehensive K-3 Reading Assessment Plan: Guidance for School Leaders (211.28 KB) CBI: A Comprehensive K-3 Reading Assessment Plan: Guidance for School Leaders (23.41 KB) Relevancy: 25.03% Published: 11/29/2006 1:15 PM

32.  Vaughn Gross Center for Reading and Language Arts [K-12]

Dedicated to scientifically based reading research, the Vaughn Gross Center for Reading and Language Arts at The University of Texas at Austin provides leadership to state and national educators in the implementation of effective reading instructional practices through research, technical assistance, and professional development. Center projects focus on enhancing the knowledge, skills, and practices of Texas educators in implementing the state curriculum standards - the Texas Essential Knowledge and Skills - in reading and language arts. To visit its website, go to http://www.texasreading.org.

Relevancy: 25.03% Published: 8/16/2006 3:35 PM

33.  Spanish Reading Instruction for English Language Learners: Based on the California Reading First Year 5 Evaluation Report 2006-2007 [2-3]

This document from the National Reading Technical Assistance Center highlights a case study that compares two approaches for teaching ELLs to read: (1) in their primary language (Spanish) and then transitioning to English, and (2) in English only. This descriptive study examines what works, what doesn't work, and what is challenging in addressing the ELL issue in grades two and three. It is intended for individual readers, study groups, or school-site teams interested in reading instruction for ELLs. The appendix includes guiding discussion questions that can help to define their school's language reading program.

Spanish Reading Instruction for English Language Learners (435.89 KB) Relevancy: 24.51% Published: 8/31/2010 11:18 AM

34.  La Lectura es lo Primero: Como Ayudar a Su Hijo a Aprender a Leer-Una Guia Para Padres de Familia [K-3]

This is a 5 page translation of "Put Reading First: Helping Your Child Learn to Read - A Parent Guide." This publication is produced by the Partnership for Reading, a collaborative effort of National Institute for Literacy (NIFL), the National Institute of Child Health and Human Development (NICHD), the U.S. Department of Education, and the U. S. Department of Health and Human Services.

Reading Parent Guide (Spanish) HTML (13.45 KB) Reading Parent Guide (Spanish) PDF (213.13 KB) Relevancy: 24.50% Published: 5/31/2006 3:25 PM

35.  Screening Reading Tools Chart [K-12]

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.

Relevancy: 24.37% Published: 4/21/2009 9:36 AM

36.  Assisting Students Struggling with Reading: Response to Intervention (RTI) and Multi-Tier Intervention in the Primary Grades [K-3]

The What Works Clearinghouse (WWC) has released a practice guide to help educators identify struggling readers and implement evidence-based strategies to increase academic achievement. It details screening students for reading problems, designing a multi-tier intervention program, adjusting instruction to help struggling readers, and monitoring student progress. The guide can be downloaded at http://ies.ed.gov/ncee/wwc/pdf/practiceguides/rti_reading_pg_021809.pdf

Relevancy: 24.37% Published: 3/13/2009 12:45 PM

37.  Using Student Center Activities to Differentiate Reading Instruction: A Guide for Teachers [K-5]

This guide, developed by the Center on Instruction, is designed for technical assistance providers working with state education leaders to improve reading achievement. It 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. The Center on Instruction held a webinar on February 27, 2009, to introduce this guide, along with three other recently released elementary school level products, to identify how it might be helpful to RCCs in their work with states. The archived WebEx can be accessed here.

Using Student Center Activities to Differentiate Reading Instruction (366.33 KB) CBI: Using Student Center Activities (24.83 KB) Relevancy: 24.37% Published: 2/5/2009 4:00 PM

38.  Reading at Risk: The State Response to the Crisis in Adolescent Literacy [5-12]

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.

Reading at Risk: The State Response to the Crisis in Adolescent Literacy (564.25 KB) Relevancy: 24.37% Published: 11/26/2007 12:15 PM

39.  IRIS Center for Faculty Enhancement: Response to Intervention Online Modules (Part 3): Reading Instruction [K-3]

This online module, the third of a series providing information on Response to Intervention, covers such topics as components of high-quality reading instruction, how to integrate high-quality instruction into the RTI approach, and how teachers can increase student reading success in early grades. This third module can be accessed at http://iris.peabody.vanderbilt.edu/rti03_reading/chalcycle.htm.

Relevancy: 24.37% Published: 8/3/2007 1:06 PM

40.  Reading to Achieve: A Governor's Guide to Adolescent Literacy [4-12]

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.

Relevancy: 24.37% Published: 8/25/2006 1:57 PM

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