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1.  Reviewing a Reading Program: Professional Development Module [K-12]

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. The Center on Instruction held a webinar on February 28, 2009, to introduce this PD module, 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.

Reviewing a Reading Program PowerPoint Presentation (4.67 MB) Reviewing a Reading Program Facilitator's Guide (292.53 KB) Reviewing a Reading Program Participant's Guide (402.04 KB) CBI: Reviewing a Reading Program PD Module (24.9 KB) Relevancy: 49.88% Published: 10/3/2008 2:54 PM

2.  The Striving Readers Program [6-12]

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.

Relevancy: 37.05% Published: 3/23/2009 11:54 AM

3.  FCRR Reports: A Resource for Selecting Reading Programs [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: 36.63% Published: 8/8/2006 9:12 AM

4.  Designing High Quality Professional Development: Building a Community of Reading Experts in Elementary Schools [K-5]

This brief from the Center on Instruction provides guidelines for building a high-quality professional development program to support reading instruction in elementary schools.

Designing High Quality Professional Development: Building a Community of Reading Experts in Elementary Schools (154.37 KB) CBI: Designing High Quality PD (23.27 KB) Relevancy: 36.52% Published: 11/29/2006 1:23 PM

5.  Intensive Reading Interventions for Struggling Readers in Early Elementary School: A Principal's Guide [K-3]

This guide from the Center on Instruction provides information critical to developing and implementing an effective school-level intervention program. It is designed to suggest some guiding principles along with examples of how these principles can be operationalized to develop an effective school-level system for meeting the instruction needs of all students. In a May 2006 webcast, author Joe Torgesen provided an overview of this guide, which is available here.

Intensive Reading Interventions for Struggling Readers in Early Elementary School: A Principal's Guide (722.56 KB) CBI: Intensive Reading Interventions for Struggling Readers in Early Elementary School (24.35 KB) Relevancy: 36.52% Published: 11/29/2006 1:19 PM

6.  Handbook on Effective Implementation of School Improvement Grants [K-12]

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.

Relevancy: 35.08% Published: 1/21/2010 2:30 PM

7.  Education for Students with Reading/Learning Disabilities: What Makes It 'Special' [K-12]

Presented at the 2006 OSEP Project Directors' Conference Program on July 31, 2006, by Dr. Sharon Vaughn of the Vaughn Gross Center at the University of Texas at Austin, this presentation discusses the importance of implementing effective, research-based instructional practices, specifically tiered intervention models, when educating students with disabilities.

Education for Students with Reading/Learning Disabilities: What Makes It 'Special' (315.02 KB) Relevancy: 35.08% Published: 11/1/2006 2:27 PM

8.  Extensive Reading Interventions in Grades K-3: From Research to Practice [K-3]

This report from the Center on Instruction summarizes relevant high-quality research studies and synthesizes their findings on the effects of extension reading interventions (comprising at least 100 instructional sessions) and related implications for practice for students with reading problems or learning disabilities in an RTI setting. The Center on Instruction hosted a webinar in October 2007 to provide an opportunity for authors Sharon Vaughn and Jeanne Wanzek to discuss the implications identified in their report. The archived WebEx and PowerPoint presentation can be accessed here.

Extensive Reading Interventions in Grades K-3: From Research to Practice (464.44 KB) CBI: Extensive Reading Interventions in K-3 (24.32 KB) Relevancy: 28.50% Published: 10/10/2007 7:20 PM

9.  From State Policy to Classroom Practice: Improving Literacy Instruction for All Students [K-12]

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 for downloading here.

Relevancy: 26.90% Published: 11/26/2007 11:34 AM

10.  Leading for Reading: An Introductory Guide for K-3 Reading Coaches [K-3]

This suite of resource materials developed by the Center on Instruction is designed to prepare school-based reading coaches who work with teachers to improve reading instruction in kindergarten through grade three. The materials support a four- or five-day professional development event, although they can be used in alternate formats. The materials include three components:  a Participant’s Guide for use in the workshop sessions and as a long-term resource for attendees, a Facilitator’s Guide to provide information for session leaders (e.g., speaker notes, activity instructions), and a slide presentation with embedded video clips that illustrate practical application of the content. To download each component, click below. The Center on Instruction held a webinar on February 28, 2009, to introduce this PD module, 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.

» Facilitator's Guide » Participant's Guide » PowerPoint Presentation Module CBI: Leading for Reading - K-3 Coaching Guide (24.45 KB) Relevancy: 26.38% Published: 10/17/2008 2:41 PM

11.  Progress Monitoring Tools Chart [K-12]

This Progress Monitoring Tools Chart, developed by the National Center on Response to Intervention's Technical Review Committee, reflects the results of their first annual review of reading and math progress monitoring tools. This chart is intended to assist educators and families in selecting progress monitoring tools that best meet their individual needs. To access this chart, visit http://www.rti4success.org/chart/progressMonitoring/progressmonitoringtoolschart.htm.

Relevancy: 26.30% Published: 8/21/2009 1:28 PM

12.  Reading Success in a Multi-Tier Schoolwide Reading Model [K-3]

This presentation describes Project CIRCUITS, where the overarching goal is to implement, evaluate, replicate, and disseminate systemic prevention models that will accelerate and sustain the early reading achievement of students with reading disabilities in grades K-3. David Chard and Beth Harn of the Center on Teaching and Learning, University of Oregon, presented this resource at the Oregon Conference February 15-16, 2007.

Reading Success in a Multi-Tier Schoolwide Reading Model (3.82 MB) Relevancy: 26.03% Published: 12/15/2008 11:22 AM

13.  Report of the National Reading Panel: "Teaching Children to Read" | Reports of the Subgroups [K-3]

This comprehensive report explains the methodology and scientific research used by the National Reading Panel (NRP) in its effort to assess the best ways to teach children to read. The Panel's thorough research on reading instruction was conducted by five subgroups, which focused on (1) Alphabetics, (2) Fluency, (3) Comprehension, (4) Teacher Education and Reading Instruction, and (5) Computer Technology and Reading Instruction. This 480-page report contains an executive summary from each subgroup that introduces the topic area, outlines the group's methodology, and highlights the questions and results from each subgroup. In addition to the executive summary, the report provides detailed explanations of each subgroup's research methodology and the findings for each group. This publication is produced the National Institute of Child Health and Human Development (NICHD).

NRP Teaching Subgroup Report PDF (2.24 MB) Relevancy: 25.75% Published: 5/31/2006 4:44 PM

14.  Principal's Reading Walk-Through: Kindergarten-Grade 3 -- Professional Development Module [K-3]

The Principal's Reading Walk-Through (PRWT) K-3, developed by the Center on Instruction, is a suite of professional development materials designed as a user-friendly tool for classroom walk-through implementation that can identify research-based reading instruction in the classroom quickly and accurately. It includes a Participant's Guide, a Facilitator's Guide, a PowerPoint Presentation Module for Facilitators (with embedded video clips of classroom scenarios), and a Principal's Orientation PowerPoint Presentation with speaker notes, to be delivered by principals to introduce the PRWT to their staff. The recommended delivery is a one-day session followed by a half-day session scheduled within a four-week time span, a weekly study group, or self-guided instruction. The Center on Instruction held a webinar on February 28, 2009, to introduce this PD module, 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.

» PowerPoint Presentation Module for Facilitators Participant's Guide (433.77 KB) Facilitator's Guide (1.21 MB) PowerPoint Principal Orientation with speaker notes (243 KB) CBI: Principal's Reading Walk-through K-3 (19.03 KB) Relevancy: 25.58% Published: 2/6/2009 10:05 AM

15.  Put Reading First [K-3]

This is a 64-page booklet summarizing the findings of the National Reading Panel Report for teachers of kindergarten through third grade students. Organized by the 5 components of reading, it suggests ways to translate the Panel's findings into teaching practices and answers frequently asked questions. 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.

Put Reading First 2nd Ed. HTML (27.98 KB) Put Reading First 2nd Ed. PDF (2.85 MB) Relevancy: 25.58% Published: 5/31/2006 3:26 PM

16.  Instructional Models and Strategies for Teaching English Language Learners [K-12]

This publication from the Center on Instruction offers educators and policy-makers guidance on research-based strategies that have been effective in instructing English Language learners (ELLs). Regardless of the model that school districts select, teachers--especially those who have not been trained to work with ELLs--need help to determine the most effective strategies to accelerate student learning and maximize instructional time. This document outlines key contextual factors that decision-makers should take into account when making instructional choices for ELLs, provides a brief overview of bilingual and English-only instructional models, and considers the influence of the language of instruction on academic outcomes for ELLs. The Center on Instruction held a webinar July 28, 2010, as an orientation to this document. The archived WebEx file and the PowerPoint presentation can be accessed here.

Instructional Models and Strategies for Teaching ELLs (232.26 KB) CBI: Instructional Models and Strategies for Teaching English Language Learners (22.65 KB) Relevancy: 25.26% Published: 3/24/2010 3:08 PM

17.  What is Scientifically-Based Research on Progress Monitoring? [K-12]

When teachers use systematic progress monitoring to track their students progress in reading, mathematics, or spelling, they are better able to identify students in need of additional or different forms of instruction, they design stronger instructional programs, and their students achieve better. This document from the National Center for Student Progress Monitoring first describes progress monitoring procedures for which experimental evidence demonstrates these effects. Then, an overview of the research is presented. The document is available at http://www.studentprogress.org/library/articles.asp#whatisresearch.

Relevancy: 25.26% Published: 8/25/2006 3:22 PM

18.  Teaching All Students to Read in Elementary School: A Guide for Principals [K-3]

This "quick start" guide for elementary school-level instructional leaders, developed by the Center on Instruction, is based on scientific research on reading and reading instruction as well as on studies of successful schools and interviews with successful principals. It includes critical elements of an effective reading program in elementary school, critical tasks for principals as literacy leaders, and special considerations for reading instruction after third grade. It is available for download below.

Teaching All Students to Read in Elementary School: A Guide for Principals (203.01 KB) CBI: Teaching All Students to Read in Elementary School (23.8 KB) Relevancy: 25.15% Published: 3/26/2008 10:22 AM

19.  Writing to Read: Evidence for How Writing Can Improve Reading [K-12]

This report from the Carnegie Corporation of New York presents results of a meta-analysis that examines the influence of writing on reading skills. Authors Steve Graham and Michael Hebert provide three broad recommendations and discuss specific writing practices to improve student reading skills. The full report can be accessed here.

Relevancy: 25.14% Published: 7/6/2010 10:25 AM

20.  Teaching Children to Read-Summary Report of the National Reading Panel [K-3]

This 35-page report explains the origin of the Panel and its congressional charge. It describes the research methodology used and the findings of each of the Panel subgroups: (1) Alphabetics, (2) Fluency, (3) Comprehension, (4) Teacher Education and Reading Instruction, and (5) Computer Technology and Reading Instruction. This report also offers information provided by Panel members on reading instruction topics that may require further exploration. This publication is produced the National Institute of Child Health and Human Development (NICHD).

NRP Summary Report HTML (7.02 KB) NRP Summary Report PDF (143.05 KB) Relevancy: 25.14% Published: 5/31/2006 4:41 PM

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