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States, districts, and schools must demonstrate progress toward ensuring that every child is proficient in reading/language arts by the 2013-14 school year. In addition to Title I formula grant programs, NCLB includes two literacy initiatives aimed at ensuring that all children achieve reading proficiency by the end of the third grade: Reading First and Early Reading First. Both programs are voluntary and require implementing reading programs that are supported by scientifically based research. Reading First is targeted to grades K-3, and Early Reading First focuses on preschool age children. Guidance, Regulations, Legislation, and Announcements Guidance Final Guidance for the Reading First Program (PDF) For specific information on reading/literacy, refer to sections A1-B6. Legislation Final Legislation, Public Law print of PL 107-110, the No Child Left Behind Act of 2001; TITLE I, Part B, Subpart 1, Sec. 1201. STUDENT READING SKILLS IMPROVEMENT GRANTS Announcements Paige Announces "Unprecedented Reading Reform" For U.S. (April 2002) Related Resources from SchoolsMovingUp Useful Links Early Reading and Scientifically-Based Research Presentation from the National Title I Directors' Conference (February 2003) on what scientifically-based research tells us about early reading and the implications for early childhood education programs. Lexile Framework for Reading Explains the Lexile Framework for Reading reading measurement tool to educators, families, and researchers and offers free products to encourage progress in student reading. Questions and Answers on No Child Left Behind — Reading Provides answers to frequently asked questions about why reading is important and how No Child Left Behind helps ensure that every child learns to read well by the end of third grade. Developed by the US Department of Education. Research-Based Instruction in Reading Presentation from the US Department of Education regional meetings (October 2002) on research-based instruction in reading. The Facts about Reading First Provides information about Reading First, including how it promotes the use of scientifically based research to provide high-quality reading instruction in grades K-3. Developed by the US Department of Education. Tips to Go Preview and Review Gives Students a Leg Up on New Standards Schools in Napa Valley Unified School District have found a fun, fast-paced way to help elementary students better grasp standards they need to master in math and language arts. The Gift of Reading Garden Gate Elementary School found that some of their parents did not have the time or the skill to read with their children. The Gift of Reading helped overcome that obstacle. Events Making Standards-based Lessons Understandable for English Learners: The SIOP Model (Encore Presentation) November 12, 2008 This presentation is co-sponsored by SchoolsMovingUp and CREATE (Center for Research on the Educational Achievement and Teaching of English Language Learners) and focuses on the challenges English learners encounter in learning grade-level content (e.g., math, science, social studies) through a second language. In this interactive online presentation Jana Echevarria, Professor of Education at California State University, Long Beach, will provide an overview of the Sheltered Instruction Observation Protocol (SIOP) Model of instruction, which provides educators with a research-based approach for making standards-based lessons understandable for English learners. With an emphasis on engaging learners and providing ample opportunity for students to use academic English in meaningful ways, the SIOP’s 8 components and 30 features offer a framework around which lessons are organized. With its growing body of research, the SIOP Model has been shown to improve the achievement of students whose teachers implemented it to a high degree. The observation protocol is used by school administrators, teachers, staff developers, and university faculty for observing and quantifying a lesson’s effectiveness. Currently, the SIOP Model is used in all 50 states in the U.S. and in several countries. Making Standards-based Lessons Understandable for English Learners: The SIOP Model (Research from CREATE) November 8, 2007 This presentation is co-sponsored by SchoolsMovingUp and CREATE (Center for Research on the Educational Achievement and Teaching of English Language Learners) and focuses on the challenges English learners encounter in learning grade-level content (e.g., math, science, social studies) through a second language. In this interactive online presentation Jana Echevarria, Professor of Education at California State University, Long Beach, will provide an overview of the Sheltered Instruction Observation Protocol (SIOP) Model of instruction, which provides educators with a research-based approach for making standards-based lessons understandable for English learners. With an emphasis on engaging learners and providing ample opportunity for students to use academic English in meaningful ways, the SIOP’s 8 components and 30 features offer a framework around which lessons are organized. With its growing body of research, the SIOP Model has been shown to improve the achievement of students whose teachers implemented it to a high degree. The observation protocol is used by school administrators, teachers, staff developers, and university faculty for observing and quantifying a lesson’s effectiveness. Currently the SIOP Model is used in all 50 states in the U.S. and in several countries. Tools for Literacy: Technology to Support Reading Comprehension and Vocabulary Development October 24, 2007 Technology provides a new opportunity to remove barriers to learning and improve the literacy skills of all students. Through discussion and demonstration, Kathleen H. McClaskey, President of EdTech Associates, and Joan Sedita, founding partner of Keys To Literacy, will introduce participants to accessible desktop and “no cost” online tools that can be used to support the teaching and learning of reading comprehension and vocabulary strategies. Suggestions will be provided for how these technology tools can be used to develop topic webs and graphic organizers; identify, highlight, and pull out main ideas and details into notes; generate summaries; and support word-study skills such as focusing on word parts and creating semantic webs. This event will emphasize the importance of direct comprehension and vocabulary instruction, as well as how to integrate the technology tools into this instruction. Reading Science for Understanding in Middle and High School  October 3, 2007 In this interactive event, Cynthia Greenleaf and Willard Brown, both of WestEd’s Strategic Literacy Initiative (SLI), will engage participants in an examination of the possibilities and impact of integrating literacy instruction with science instruction at the middle and high school levels using the Reading Apprenticeship® instructional framework. This research-based instructional framework is designed to improve the teaching effectiveness of content-area middle and high school teachers, literacy coaches, and teacher educators. Learning All-Purpose Academic Words (Research from CREATE) September 6, 2007 In this presentation, Catherine Snow, Professor of Education at the Harvard Graduate School of Education, will provide an overview of Word Generation, a program that uses research-based principles for teaching vocabulary in designing instructional units focusing on all-purpose academic words for students in the middle grades. In addition to teaching vocabulary, it provides opportunities to engage in purposeful academic discussion and write persuasive essays. Discussion will also include results from a pilot implementation in three schools that provides some evidence of the program's effectiveness in its main goals as well as in leading to higher levels of student motivation. Findings from the National Literacy Panel on Language Minority Children and Youth (Research from CREATE) June 14, 2007 In this interactive online presentation, Diane August, Senior Research Scientist at the Center for Applied Linguistics, will review recent research on the development of literacy in language-minority children. Central to this discussion of current research will be the findings from the National Literacy Panel. The role of the panel was to identify, assess, and synthesize literacy research related to language-minority children and youth in six areas: the development of literacy, the relationship between second language oral proficiency and second language literacy, cross-linguistic relationships, sociocultural contexts and literacy development, instructional approaches and professional development, and student assessment. Participants are encouraged to download the Executive Summary of the panel report prior to the event. Word Lists: Choices and Uses May 24, 2007 Elfrieda H. Hiebert, Adjunct Professor at the University of California at Berkeley and facilitator of the California Vocabulary Forum, will lead this interactive online presentation on the role of word lists in vocabulary instruction. The uses of particular word lists in the design and implementation of vocabulary programs that seek to close the gap between high- and low-achieving students will be the focus of the presentation. Double the Work: Challenges and Solutions to Acquiring Language and Academic Literacy for Adolescent ELLs (Research from CREATE) April 5, 2007 In this interactive online presentation, participants will explore research on adolescent English language learners (ELLs) and examine the findings and policy recommendations from a recent report, Double the Work. The study’s co-author, Deborah Short, Senior Research Associate at the Center for Applied Linguistics, will discuss the development of academic literacy for second language learners, identify the backgrounds of adolescent ELLs in U.S. schools, and compare model programs for these students with current practices. Specific instructional strategies that promote academic literacy for language and content classrooms will also be described. District & School-Based Professional Development Approaches for Content Area Literacy Improvement March 14, 2007 During this interactive presentation, Diane Waff, Senior Program Associate with the Strategic Literacy Initiative at WestEd, and Cathleen Kral, Instructional Leader for Literacy with Boston Public Schools, will share characteristics of successful school and district professional development initiatives that help teachers acquire the knowledge and skills needed to become teachers of other teachers. The presenters also will discuss features of effective literacy coaching at one culturally diverse high school and in a large urban school district. These examples show the importance of using a strong conceptual framework such as the Reading Apprenticeship® model to inform the work, develop a supportive professional learning community, and promote teacher leadership. All are key components of an integrated approach to improving student learning and achievement. What’s Happening in Vocabulary Research? January 29, 2007 In this interactive presentation, Elfrieda (Freddy) H. Hiebert, Adjunct Professor at the University of California, Berkeley, will review recent research on vocabulary instruction. Central to this discussion of current research is the article "Vocabulary: Questions From the Classroom," written by Camille Blachowicz and colleagues and published in the December 2006 issue of Reading Research Quarterly. Videoclips of Professor Blachowicz's responses to a series of questions in an interview with Professor Hiebert will be part of the presentation. Participants will have the opportunity to download the Blachowicz et al. article prior to the event and also read a summary of a weblog that is designed to encourage thinking and interacting around current issues in vocabulary research. What Does the Research Say About Designing Quality Literacy Instruction? September 28, 2006 This interactive event will provide the K-12 literacy community with an opportunity to meet and talk with Jane Braunger and Jan Lewis, authors of Building a Knowledge Base in Reading, 2nd Edition (IRA and NCTE, 2006). Participants will deepen their knowledge of the latest research on literacy teaching and learning, with an emphasis on reading as a process, the teaching of reading, and professional development to support literacy learning throughout the school years. Through a collaborative exploration of 13 research-based core understandings about reading, participants will wrestle with dilemmas of practice and exchange ideas about research that supports literacy instruction. Literacy in the content areas will also be discussed, with Reading Apprenticeship® serving as an example of a research-based framework for content-area literacy instruction. Adapting a K–12 Reading Model for Middle and Secondary Schools September 21, 2006 This interactive event will present the findings from a descriptive study of the secondary component of the Alabama Reading Initiative (ARI), a state-wide K–12 effort to improve the teaching of reading through intense professional development and in-school coaching. The study was designed to “tell the story” of how secondary educators adapted the original, one-size-fits-all professional development model to meet their needs and the needs of their students. Terry Salinger, Chief Scientist for Reading Research at American Institutes for Research and the study’s author, will discuss with participants how content area teachers came together to put their own stamp on ARI, and how they overcame various challenges at the district and state levels. Finally, participants will be invited to explore strategies for sustaining district and state focus on improving teaching and learning in secondary schools through creation of similar professional development efforts. IDEA and Literacy April 27, 2006 The recent reauthorization of the Individuals with Disabilities Education Improvement Act of 2004 (IDEA) includes several important components related to literacy instruction, including early intervention, the use of a response to intervention (RTI) model in providing services, and the implementation of research based strategies. In this interactive presentation, Catherine Christo, professor of school psychology at California State University, Sacramento, will focus on strategies for fostering reading success that are aligned with IDEA 2004. Topics will include the characteristics of research-based interventions and essential elements of a response to intervention model. Readings "Amidst Familial Gatherings": Reading Apprenticeship in a Middle School Classroom Author: Jordan, M., Jensen, R., Greenleaf, C. Publication Date: 2001, May Publisher: National Council of Teachers of English Achieving Reading Proficiency for All Author: Daggett, W.R. Publication Date: 2003 Publisher: International Center for Leadership in Education Apprenticing Adolescent Readers to Academic Literacy Author: Greenleaf, CL., Schoenbach, R., Cziko, C., Mueller, F.L. Publication Date: 2001, Spring Publisher: Harvard Education Publishing Group Apprenticing Adolescents to Reading in Subject-Area Classrooms Author: Schoenbach, R., Braunger, J., Greenleaf, C., Litman, C. Publication Date: 2003, October Publisher: Phi Delta Kappa Catch Them Before They Fall Author: Torgesen, J.K. Publication Date: 1998, Spring/Summer Publisher: American Federation of Teachers (AFT) Creating a Culture of Literacy: A Guide for Middle and High School Principals Publication Date: 2005, October Publisher: National Association of Secondary School Principals Creating a Culture of Literacy: A Guide for Middle and High School Principals Publication Date: 2005, October Publisher: National Association of Secondary School Principals Double the Work: Challenges and Solutions to Acquiring Language and Academic Literacy for Adolescent English Language Learners Author: Short, D.J., & Fitzsimmons, S. Publication Date: 2007 Publisher: Alliance for Excellent Education Effective Instruction for Adolescent Struggling Readers Author: Center on Instruction Publication Date: 2007-2008 Publisher: Center on Instruction Every Young American a Strong Reader Publication Date: 2004, June Publisher: U.S. Department of Education Focus on Reading Author: California Mini-Corps: Butte County Office of Education Goto file info and click on open new window to see the NJ DOE PD videos on the Big 5 Ideas Integrated Vocabulary Instruction: Meeting the Needs of Diverse Learners in Grades K–5 Author: Blachowicz, C.L.Z., Fisher, P.J., Watts-Taffe, S. Publication Date: 2005 Publisher: Learning Point Associates Lessons and Recommendations from the Alabama Reading Initiative: Sustaining Focus on Secondary Reading Author: Bacevich, A., Salinger, T. Publication Date: 2006, June Publisher: American Institutes for Research Literacy Instruction in the Content Areas: Getting to the Core of Middle and High School Improvement Author: Greenleaf, C., Heller, R. Publication Date: 2007, June Publisher: Alliance for Excellent Education Meeting the Literacy Needs of English Language Learners (ELLs) Publisher: Education Alliance at Brown University Motivating Struggling Readers in Middle School Through an Engagement Model of Classroom Practice Author: Guthrie, J., Davis, M. Publication Date: 2003, January Publisher: Taylor and Francis On the Mind of a Child: A Conversation with Sally Shaywitz Author: D'Arcangelo, M. Publication Date: 2003, April Publisher: Association for Supervision and Curriculum Development (ASCD) Practical Guidelines for the Education of English Language Learners: Research-based Recommendations for Instruction and Academic Interventions Author: Francis, D., Rivera, M., Lesaux, N., Kieffer, M., Rivera, H. Publication Date: 2006 Publisher: RMC Research Corporation, Center on Instruction Practical Guidelines for the Education of English Language Learners: Research-Based Recommendations for Serving Adolescent Newcomers Author: Francis, D., Rivera, M., Lesaux, N., Kieffer, M., Rivera, H. Publication Date: 2006 Publisher: RMC Research Corporation, Center on Instruction Preventing Early Reading Failure Author: Torgesen, J.K. Publication Date: 2004, Fall Publisher: American Federation of Teachers (AFT) Professional Development for Literacy: Building a Community of Readers Author: Braunger, J. Publication Date: 2003, June Publisher: National Middle School Association Promising Practices for Elementary Literacy Instruction Publisher: Education Alliance at Brown University Reading Comprehension Requires Knowledge — of Words and the World Author: Hirsch, E.D., Jr. Publication Date: 2003, Spring Publisher: American Federation of Teachers (AFT) Reading Next: A Vision for Action and Research in Secondary Literacy Author: Biancarosa, G., Snow, C.E. Publication Date: 2004 Publisher: Alliance for Excellent Education Reciprocal Teaching: A Review of the Research Author: Rosenshine, B., Meister, C. Publication Date: 1994 Publisher: AERA Seven Literacy Strategies That Work Author: Fisher, D., Frey, N., Williams, D. Publication Date: 2002, November Publisher: Association for Supervision and Curriculum Development (ASCD) Standards for Middle and High School Literacy Coaches Author: International Reading Association Publication Date: 2006 Publisher: International Reading Association Teaching All Students to Read in Elementary School Author: Torgesen, J., Houston, D., Rissman, L., Kosanovich, M. Publication Date: 2007 Publisher: RMC Research Corporation, Center on Instruction Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature Publication Date: 2000 Publisher: National Reading Panel Teaching Reading in Mathematics and Science Author: Barton, M.L., Heidema, C., Jordan, D. Publication Date: 2002, November Publisher: Association for Supervision and Curriculum Development (ASCD) Technology and Teaching Children to Read: What Does the Research Say? Author: Northeast & Islands Regional Technology in Education Consortium (NEIRTEC) Publication Date: 2004 Publisher: Education Development Center The Literacy Coach: A Key to Teaching and Learning in Secondary Schools Author: Sturtevant, E.G. Publication Date: 2005 Publisher: Alliance for Excellent Education Understanding Young Readers: The Role of Early Literacy Assessment Author: Rabinowitz, S.N., Wong, J., Filby, N. Publication Date: 2002 Publisher: WestEd Walking with Rosie: A Cautionary Tale of Early Reading Instruction Author: Juel, C., Biancarosa, G., Coker, D., Deffes, R. Publication Date: 2003, April Publisher: Association for Supervision and Curriculum Development (ASCD) You Can't Learn Much from Books You Can't Read Author: Allington, R. Publication Date: 2002, November Publisher: Association for Supervision and Curriculum Development (ASCD) |
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