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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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Aligning Instructional Systems
Aligning Systemsto Support Instruction
A Comprehensive Aligned Instructional System
rigorous standards
curriculum & materials
assessments & data
professional development
accountability
planning
personnel
use of funds
special programs
specialized instructional programs
instructional strategies
operations
5
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
Director of Literacyand / or
SecondaryEducation
District Coaches / Specialists
Principals
Site-Based Coaches
Classroom Teachers
Parent / Community Support
Gove
rnm
ent
Agen
cies
External Support Providers
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
IN A COMPREHENSIVE ALIGNED INSTRUCTIONAL SYSTEM (CAIS)
Board
Superintendent
Instructional
SeniorExecutive orAssociate
Superintendent/ CAO
AreaSuperintendent
orAssistant
Superintendent for Principal Supervision
Director of Literacyand / or
SecondaryEducation
District Coaches / Specialists
Principals
Site-Based Coaches
Classroom Teachers
Parent / Community Support
Gove
rnm
ent
Agen
cies
External Support Providers
8
THE ROLE OF THE CAO / ASSOCIATE SUPERINTENDENT
IN A COMPREHENSIVE ALIGNED INSTRUCTIONAL SYSTEM (CAIS)
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
SeniorExecutive orAssociate
Superintendent/ CAO
AreaSuperintendent
orAssistant
Superintendent for Principal Supervision
Director of Literacyand / or
SecondaryEducation
District Coaches / Specialists
Principals
Site-Based Coaches
Classroom Teachers
Parent / Community Support
Gove
rnm
ent
Agen
cies
External Support Providers
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
SeniorExecutive orAssociate
Superintendent/ CAO
AreaSuperintendent
orAssistant
Superintendent for Principal Supervision
Director of Literacyand / or
SecondaryEducation
District Coaches / Specialists
Principals
Site-Based Coaches
Classroom Teachers
Parent / Community Support
Gove
rnm
ent
Agen
cies
External Support Providers
10
THE ROLE OF SITE-BASED AND DISTRICT
LITERACY COACHESIN A COMPREHENSIVE ALIGNED INSTRUCTIONAL SYSTEM (CAIS)
Board
Superintendent
Instructional
SeniorExecutive orAssociate
Superintendent/ CAO
AreaSuperintendent
orAssistant
Superintendent for Principal Supervision
Director of Literacyand / or
SecondaryEducation
District Coaches / Specialists
Principals
Site-Based Coaches
Classroom Teachers
Parent / Community Support
Gove
rnm
ent
Agen
cies
External Support Providers
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
IN A COMPREHENSIVE ALIGNED INSTRUCTIONAL SYSTEM (CAIS)
Board
Superintendent
Instructional
SeniorExecutive orAssociate
Superintendent/ CAO
AreaSuperintendent
orAssistant
Superintendent for Principal Supervision
Director of Literacyand / or
SecondaryEducation
District Coaches / Specialists
Principals
Site-Based Coaches
Classroom Teachers
Parent / Community Support
Gove
rnm
ent
Agen
cies
External Support Providers
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
IN A COMPREHENSIVE ALIGNED INSTRUCTIONAL SYSTEM (CAIS)
Board
Superintendent
Instructional
SeniorExecutive orAssociate
Superintendent/ CAO
AreaSuperintendent
orAssistant
Superintendent for Principal Supervision
Director of Literacyand / or
SecondaryEducation
District Coaches / Specialists
Principals
Site-Based Coaches
Classroom Teachers
Parent / Community Support
Gove
rnm
ent
Agen
cies
External Support Providers
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.
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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.
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Critical Questions / Issues to be Addressed During
This Phase
Considerations Needed to Adequately Address
This Phase
Common Barriers Associated With 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.
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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
• Network district with other districts for shared learning
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)
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Critical Questions / Issues to be Addressed During
This Phase
Considerations Needed to Adequately Address
This Phase
Common Barriers Associated With 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.
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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
• Network district with other districts for shared learning
Critical Questions / Issues to be Addressed During
This Phase
Considerations Needed to Adequately Address
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.
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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
• Network district with other districts for shared learning
Critical Questions / Issues to be Addressed During
This Phase
Considerations Needed to Adequately Address
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.
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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
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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.
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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
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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
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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
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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
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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
28
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
Events in the U.S.
Leaders across
the U.S.
is about...
was ba
sed o
nem
erge
d be
caus
e of became greater with
was influenced by
Cooperative groups - over pp.201-210
Cooperative groups - over pp.210-225
Quiz
Quiz
Review for test
Review for test
Test
“Influential Personalities” project due
Cooperative groups - over pp.228-234
1/22
1/28
1/29
1/30
2/2
2/6
2/7
2/8
/Experience /Experience
The Unit Organizer
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:
OF THE CONTENT LITERACY CONTINUUM
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
OF THE CONTENT LITERACY CONTINUUM
LEVEL
III
OF THE CONTENT LITERACY CONTINUUM
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
WO
RK
IN P
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ESS:
NA
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L SE
CO
ND
AR
Y LI
TER
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Y IN
TER
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Def
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et
Popu
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plem
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Req
uire
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Impa
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ocat
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Dur
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n o
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sful
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plem
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Add
ition
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form
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opyr
ight
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upsk
i Fou
ndat
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king
Doc
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t
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end
to: l
itera
cy@
stup
ski.o
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CO
RR
ECTI
VE R
EAD
ING
L
evel
s: 4
,5
Prog
ram
Goa
l: D
esig
ned
for s
tude
nts
who
mis
iden
tify,
re
vers
e, o
r om
it w
ords
, who
hav
e lit
tle
reca
ll an
d lim
ited
atte
ntio
n sp
an a
nd
who
read
with
out u
nder
stan
ding
.
Con
tent
Attr
ibut
es:
Com
preh
ensi
ve in
terv
entio
n pr
ogra
m-
its in
stru
ctio
nal d
esig
n in
corp
orat
es
expl
icit
inst
ruct
iona
l stra
tegi
es,
coor
dina
ted
inst
ruct
iona
l seq
uenc
es,
ampl
e pr
actic
e op
portu
nitie
s, a
nd
alig
ned
stud
ent m
ater
ials
for t
each
ing
rem
edia
l stu
dent
s de
codi
ng a
nd
com
preh
ensi
on s
kills
: tea
cher
scr
ipte
d.
Des
ign
Feat
ures
: Th
is p
rogr
am a
llow
s st
uden
ts to
wor
k in
a d
ecod
ing
prog
ram
, a
com
preh
ensi
on p
rogr
am, o
r bot
h.
Tigh
tly s
eque
nced
less
ons
prov
idin
g th
e st
ruct
ure
and
prac
tice
stru
gglin
g re
ader
s ne
ed to
mas
ter h
igh-
prio
rity
skills
and
stra
tegi
es; b
riskl
y pa
ced,
te
ache
r-di
rect
ed in
stru
ctio
n an
d sp
ecia
l pr
esen
tatio
n te
chni
ques
to e
ngag
e re
luct
ant l
earn
ers;
ong
oing
as
sess
men
t ena
blin
g te
ache
r to
adju
st
paci
ng, p
rovi
de im
med
iate
feed
back
, an
d of
fer r
einf
orce
men
t; bu
ilt-in
m
anag
emen
t rew
ards
to s
how
st
uden
ts h
ow m
uch
they
hav
e im
prov
ed
Sour
ces
of In
form
atio
n:
Flor
ida
Cen
ter f
or R
eadi
ng R
esea
rch.
En
tire
Mar
ch 2
004
Pro
gram
Rev
iew
av
aila
ble
at:
ww
w.fc
rr.or
g/FC
RR
Rep
orts
/PD
F/co
rrect
ive_
read
ing_
final
“Res
ourc
e Li
tera
cy G
uide
for
Adol
esce
nt L
itera
cy,”
pag
e 7,
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
/Res
ourc
eG
uide
#sea
rch=
%22
%22
a%20
reso
urce
%20
guid
e%20
for%
20A
dole
scen
t%
20Li
tera
cy%
22%
22
Gra
des
4-12
st
uden
ts w
ho a
re
read
ing
two
or
mor
e ye
ars
belo
w g
rade
le
vel.
Is n
ot
appr
opria
te fo
r st
uden
ts w
ho
have
mas
tere
d de
codi
ng a
nd
basi
c flu
ency
.
Cla
ss R
equi
rem
ents
:
Mai
n C
ompo
nent
s:
D
ecod
ing
and
com
preh
ensi
on w
orkb
ooks
Dec
odin
g an
d co
mpr
ehen
sion
of s
tude
nt b
ooks
Dec
odin
g an
d co
mpr
ehen
sion
of t
each
er p
rese
ntat
ion
book
s
Teac
her g
uide
s
Bla
ck-li
ne m
aste
rs
M
aste
ry te
st p
acka
ges
S
erie
s gu
ide
Dur
atio
n: 4
5 m
inut
es, 4
to 5
tim
es p
er w
eek
Bui
lt-in
man
agem
ent s
yste
m.
Pro
gram
is ti
ghtly
seq
uenc
ed a
nd te
ache
r sc
ripte
d
Prof
essi
onal
Dev
elop
men
t Req
uire
d:
Req
uire
d Tr
aini
ng T
ime:
tea
cher
s, c
oach
es, a
nd a
dmin
istra
tors
are
trai
ned.
A
coac
h ha
s to
hav
e ta
ught
the
read
ing
prog
ram
for a
t lea
st o
ne y
ear.
A
dmin
istra
tors
go
thro
ugh
awar
enes
s tra
inin
g. P
rogr
am p
rovi
des
for i
n-cl
ass
coac
hing
.
Pro
gres
s M
onito
ring:
pla
cem
ent t
ests
for d
ecod
ing
and
com
preh
ensi
on.
M
aste
ry te
sts
A, B
, and
C fo
r bot
h de
codi
ng a
nd c
ompr
ehen
sion
. O
ngoi
ng
mon
thly
pro
ject
mon
itorin
g. G
oal i
s st
uden
t mas
tery
and
if s
tude
nt d
oes
not
reac
h m
aste
ry, i
nter
vent
ion
take
s pl
ace
base
d on
sch
ool t
eam
Supp
orts
Pro
vide
d:
Con
sulta
nts
avai
labl
e vi
a em
ail a
nd te
leph
one
Prog
ram
Cos
ts:
Per
leve
l: $
200
teac
her m
ater
ials
, mas
tery
test
pac
kage
for 1
5 st
uden
ts $
45,
enric
hmen
t bla
cklin
e m
aste
rs $
50-$
75
Exte
rnal
Res
earc
h:
Per F
CR
R, p
rogr
am h
as b
een
wid
ely
impl
emen
ted
in
US
and
use
d in
Eng
land
. A
com
preh
ensi
ve b
ookl
et
of th
e re
sear
ch b
ase
whi
ch c
ites
empi
rical
stu
dies
us
ing
the
prog
ram
is p
rovi
ded.
Ins
truct
iona
l con
tent
an
d de
sign
of C
orre
ctiv
e R
eadi
ng is
con
sist
ent w
ith
scie
ntifi
cally
bas
ed re
adin
g re
sear
ch. B
asic
pro
blem
ci
ted
with
the
rese
arch
bas
e is
that
mos
t stu
dies
do
not i
nvol
ve ra
ndom
ass
ignm
ent t
o in
stru
ctio
nal
cond
ition
s. C
urre
nt re
sear
ch fo
cuse
s al
mos
t sol
ely
on
the
deco
ding
com
pone
nts
of C
orre
ctiv
e R
eadi
ng.
Per
FCR
R th
e co
mpr
ehen
sion
com
pone
nts
have
yet
to
be a
dequ
atel
y re
sear
ched
.
Inde
pend
ent s
tudi
es in
clud
e:
A st
udy
cond
ucte
d in
a K
-6 e
lem
enta
ry s
choo
l (la
rge
urba
n sc
hool
dis
trict
in th
e So
uthw
est o
f the
Uni
ted
Stat
es) i
n 19
93 w
ith 2
6 st
uden
ts (V
itale
, Med
land
, R
oman
ce, &
Wea
ver,
1993
). S
RA
Cor
rect
ive
Rea
ding
w
as im
plem
ente
d in
two
rand
omly
ass
igne
d, C
hapt
er
1 cl
assr
oom
s (g
rade
s 4-
6).
Anot
her s
tudy
, tha
t did
not
use
rand
om a
ssig
nmen
t, w
as im
plem
ente
d in
two
rem
edia
l rea
ding
cla
sses
in
Engl
and
in 1
982
(Gre
gory
, Hac
kney
, & G
rego
ry,
1982
). O
ne re
leva
nt m
eta-
anal
ysis
of D
irect
Inst
ruct
ion
prog
ram
s (in
clud
ing
vers
ions
of C
orre
ctiv
e R
eadi
ng)
foun
d su
ppor
t for
this
inst
ruct
iona
l met
hod
(Bor
man
, H
ewes
, Ove
rman
, & B
row
n, 2
002)
Sum
mar
y of
the
rese
arch
sup
port
avai
labl
e at
: w
ww
.fcrr.
org/
FCR
RR
epor
ts/P
DF/
corre
ctiv
e_re
adin
g_f
inal
Cor
rect
ive
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.
An
exec
utiv
e su
mm
ary
of th
at s
tudy
can
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
Sam
ple
Impl
emen
tatio
n Si
tes:
Im
plem
enta
tion
in s
choo
ls in
: Gai
nesv
ille,
Ja
ckso
nville
, and
Orla
ndo,
Flo
rida;
Qui
tman
and
M
cDon
ough
, Geo
rgia
; Milli
ngto
n, T
enne
ssee
;
B
uilt-
in m
anag
emen
t sys
tem
.
C
ontin
ual c
oach
ing
is p
rovi
ded
by c
onsu
ltant
s (e
.g.,
clas
sroo
m s
eatin
g de
sign
, cla
ssro
om/ m
ater
ials
pr
oced
ure,
mot
ivat
ion
activ
ities
).
P
ract
ical
trai
ning
ses
sion
s ar
e av
aila
ble
thro
ugho
ut
the
year
as
“ref
resh
er” c
ours
es.
Con
sulta
nts
are
acce
ssib
le v
ia e
-mai
l and
te
leph
one.
Teac
her’s
man
ual i
s w
ell o
rgan
ized
with
an
“eas
y to
fo
llow
” les
son
plan
. M
inim
al te
ache
r pre
para
tion
is
requ
ired.
R
epet
itiou
s ro
utin
es e
limin
ate
stud
ent c
hoic
e an
d in
tera
ctio
n.
Fl
uenc
y go
als
for t
he p
rogr
am a
re m
inim
al.
Som
e te
ache
rs m
ay fi
nd it
diff
icul
t to
adap
t to
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
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
/Res
ourc
eG
uide
#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
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
“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
/Res
ourc
eG
uide
#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.
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.
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
/Res
ourc
eG
uide
#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
/Res
ourc
eG
uide
#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
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
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
“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
/Res
ourc
eG
uide
#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
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.
“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
/Res
ourc
eG
uide
#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
oods
an
d Al
den
J. M
oe
$46
incl
udes
Rea
ders
’ Pas
sage
s bo
okle
t, re
ady
to c
opy
Stud
y S
heet
s, R
ecor
d sh
eets
, and
two
train
ing
CD
s w
ww
.pre
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
g, p
hone
me
awar
enes
s, le
tter
know
ledg
e, c
once
pts
abou
t prin
t, ph
onol
ogy
Ti
me
varie
s de
pend
ing
on
subt
ests
giv
en
Com
pute
r CD
acc
ess
for
repr
oduc
ible
reco
rd b
ookl
ets
Gui
des
prov
ided
to h
elp
teac
hers
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
-RO
M (w
hich
in
clud
es re
prod
ucib
le re
cord
boo
klet
s)
ww
w.k
enda
llhun
t.com
the
n se
arch
onl
ine
cata
log
800-
247-
3458
Com
preh
ensi
ve T
est
of P
hono
logi
cal
Pro
cess
ing
(CTO
PP
)
Gra
des
K-1
6 P
hone
me
awar
enes
s,
phon
olog
ical
aw
aren
ess,
lette
r kn
owle
dge
30
min
utes
Opt
iona
l: C
ompu
ter C
D
acce
ss fo
r P
ronu
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
.pro
edin
c.co
m80
0-89
7-76
33
Deg
rees
of R
eadi
ng
Pow
er (D
RP
) G
rade
s 1-
12
Rea
ding
leve
l, co
mpr
ehen
sion
45
min
utes
/unt
imed
Sco
ring
and
repo
rting
DR
P,
onlin
e te
stin
g. W
eb-b
ased
ve
rsio
n m
ade
avai
labl
e Ju
ne
2005
Touc
hsto
ne A
pplie
d Sc
ienc
e A
ssoc
iatio
ns, I
nc. (
TAS
A) 2
002
ww
w.ta
salit
erac
y.co
m/in
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)
, bla
cklin
e m
aste
rs a
nd
repo
rting
form
s w
ww
.pea
rson
lear
ning
.com
/dra
/80
0-52
6-99
07
Dia
gnos
tic
Ass
essm
ents
of
Rea
ding
, 2nd
Edi
tion
(DA
R)
Age
s 5
to
adul
t R
eadi
ng
com
preh
ensi
on,
deco
ding
, pho
nem
e aw
aren
ess,
lette
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
U
p to
40
min
utes
dep
endi
ng
on n
umbe
r of s
ubte
sts
give
n (n
o tim
e co
nstra
int i
s pr
escr
ibed
)
Opt
iona
l onl
ine
scor
ing
Has
com
plem
enta
ry re
adin
g pr
ogra
m
Riv
ersi
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
lishi
ng.c
om80
0-32
3-95
40
Ekw
all/S
hank
er
Rea
ding
Inve
ntor
y 4th
Edi
tion
(ES
RI-4
)
Gra
des
1 an
d hi
gher
R
eadi
ng a
nd
lang
uage
co
mpr
ehen
sion
, de
codi
ng, c
iphe
r kn
owle
dge,
pho
nem
e an
d ph
onol
ogic
al
awar
enes
s, le
tter
know
ledg
e, c
once
pts
abou
t prin
t
20
-30
min
utes
or m
ore
depe
ndin
g on
ass
essm
ent
give
n
Pea
rson
- Ally
n an
d B
acon
200
0. J
ames
Sh
anke
r and
Eld
on E
kwal
l. $7
1 fo
r boo
k in
clud
ing
test
s, a
sses
smen
t st
rate
gies
, tes
t sum
mar
y sh
eets
w
ww
.abl
ongm
an.c
om61
7-84
8-60
00
Exp
ress
ive
Voc
abul
ary
Test
-2
(EV
T-2)
G
rade
s K
and
up
Ora
l voc
abul
ary
and
wor
d re
triev
al
15
min
utes
Tech
nolo
gy o
ptio
ns fo
r fa
ster
adm
inis
tratio
n,
scor
ing
and
repo
rting
Pea
rson
Edu
catio
n In
c.
Kat
hlee
n W
illia
ms
$379
for c
ompl
ete
kit
ww
w.p
ears
onas
sess
men
ts.c
om80
0-62
7-72
71
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
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),
25 re
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
(GO
RT-
IV)
Ages
6-1
8 R
eadi
ng
com
preh
ensi
on,
deco
ding
, ora
l re
adin
g flu
ency
15-4
5 m
inut
es
Two
form
s of
the
test
are
av
aila
ble
for t
est-r
etes
t ap
plic
atio
ns
Pro
-Ed
Pub
lishi
ng C
o. 2
001.
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
ng
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
e/re
spon
se fo
rms,
and
10
each
of
Rea
ding
Boo
k Fo
rms
A a
nd B
w
ww
.pro
edin
c.co
m80
0-89
7-32
02
Gro
up R
eadi
ng
Ass
essm
ent a
nd
Dia
gnos
tic
Eva
luat
ion
(GR
AD
E)
Gra
des
Pre
-K
and
high
er
Rea
ding
and
la
ngua
ge
com
preh
ensi
on,
voca
bula
ry (a
t se
cond
ary
leve
l)
45-6
0 m
inut
es
(Gro
up- 6
0-90
min
utes
)
Onl
ine
scor
ing,
repo
rting
, an
d m
anag
emen
t sys
tem
so
ftwar
e op
tions
Mul
tiple
sco
ring
optio
ns
avai
labl
e fro
m p
ublis
her
Pea
rson
Lea
rnin
g G
roup
, 200
1. K
athl
een
Willi
ams
$313
for l
evel
s 4-
6, M
, H, A
In
clud
es 3
0 st
uden
t boo
klet
s, te
ache
r’s a
dmin
istra
tion
man
ual a
nd s
corin
g an
d in
terp
reta
tion
man
ual
ww
w.p
ears
onle
arni
ng.c
om80
0-52
6-99
07
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
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:
Indi
vidu
al
(In),
Gro
up
(Grp
)
Tim
e/A
dmin
istr
atio
n Pu
blis
her /
Aut
hor/C
ost
ScD
InG
rp
Lexi
a C
ompr
ehen
sive
R
eadi
ng T
est
(C.R
.T.)
Gra
des
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ord
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ovid
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rade
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eadi
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luen
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inte
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hmar
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ruct
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ww
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sweb
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duct
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hp
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R
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rpR
eadi
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IC)
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uage
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rson
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40-6
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Com
pute
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ssm
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indi
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ervi
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ache
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Stan
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vent
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I-2)
Gra
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Pre
-K
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high
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co
mpr
ehen
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eman
tics
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phol
ogy)
15-4
5 m
inut
es
Two
form
s of
test
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est-r
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t ap
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Ed
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o. 1
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llis
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$268
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kit
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estin
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cour
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essm
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200
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$45
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xam
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eith
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A
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irect
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UD
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60
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
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(In),
Gro
up
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)
Tim
e/A
dmin
istr
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blis
her /
Aut
hor/C
ost
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rp
Sta
nfor
d D
iagn
ostic
R
eadi
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est,
4th
Edi
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RT
4)
Gra
des
K-1
3 La
ngua
ge
com
preh
ensi
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voca
bula
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t se
cond
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leve
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85 m
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Stie
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Info
rmal
R
eadi
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vent
ory:
A
sses
sing
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ding
B
ehav
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from
E
mer
gent
to
Adva
nced
Lev
els-
3rd
Editi
on
Gra
des
1 an
d hi
gher
R
eadi
ng a
nd
lang
uage
co
mpr
ehen
sion
, de
codi
ng, p
hone
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awar
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s
20
-30
min
utes
P
ears
on- A
llyn
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on 2
002.
Ezr
a S
tiegl
itz
$43
for b
ook
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Test
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aren
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Ski
lls
(TO
PA
S)
Age
s 5-
10
Phon
eme
awar
enes
s,
phon
olog
ical
aw
aren
ess
15
-30
min
utes
typi
cal-
untim
ed
Cas
sette
pro
vide
d to
hel
p ad
min
iste
r Sou
nd
Seq
uenc
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subt
est
Pro
Ed
Pub
lishi
ng C
o., 2
003.
Phy
llis
New
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er a
nd E
dna
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um.
$110
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clud
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bloc
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t, 25
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klet
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ww
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Test
of R
eadi
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Com
preh
ensi
on
(TO
RC
-3)
Age
s 7-
17
Com
preh
ensi
on,
voca
bula
ry.
Mea
sure
s co
nten
t ar
ea v
ocab
ular
y in
M
ath,
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ial S
tudi
es,
and
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nce
30-9
0 m
inut
es
Pro
Ed
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lishi
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o., 1
995.
Virg
inia
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row
n, D
onal
d H
amm
ill, J
. Lee
W
iede
rhol
t. $1
89 fo
r cla
ssro
om k
it in
clud
ing
exam
iner
’s m
anua
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wer
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et a
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REE
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GN
OST
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ESTS
FO
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ECO
ND
AR
Y LI
TER
AC
Y ST
UD
ENTS
61
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
rpTe
st o
f Sile
nt W
ord
Rea
ding
Flu
ency
(T
OS
WR
F)
Age
s 6-
17
Dec
odin
g, s
ilent
wor
d flu
ency
3
min
utes
sin
gle
form
, 10
min
utes
bot
h fo
rms
Alte
rnat
ive
form
s of
the
test
al
low
s fo
r rep
eate
d te
stin
g
ProE
d Pu
blis
hing
Co.
, 200
4. N
ancy
M
athe
r, D
onal
d H
amm
ill, E
lizab
eth
Alle
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a R
ober
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$135
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it in
clud
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exam
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anua
l, 50
stu
dent
reco
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rms
for A
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B e
ach.
w
ww
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edin
c.co
m80
0-89
7-32
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Test
of W
ord
Kno
wle
dge
(TO
WK
)
Age
s 5-
17
Voc
abul
ary
know
ledg
e- re
cept
ive
and
expr
essi
ve
C
ore
batte
ry 4
0 m
inut
es;
supp
lem
enta
ry te
st 2
5 m
inut
es
Har
cour
t Ass
essm
ent,
1992
. E
lisab
eth
Wiig
and
Way
ne S
ecor
d.
$1
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r kit
incl
udin
e ex
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er’s
man
ual,
stim
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man
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and
12 re
cord
form
s w
ww
.har
cour
tass
essm
ent.c
om80
0-21
1-83
78
The
Crit
ical
Rea
ding
In
vent
ory
Gra
des
Pre
K
- 12
Rea
ding
co
mpr
ehen
sion
, de
codi
ng
Va
ries
depe
ndin
g on
pa
ssag
es re
ad
Des
igne
d fo
r rep
eate
d ad
min
istra
tion
thro
ugho
ut
scho
ol y
ear
Audi
o C
D
Pea
rson
Edu
catio
n- P
rent
ice
Hal
l. 20
03.
Mar
y an
d An
thon
y Ap
pleg
ate,
Kat
hlee
n Q
uinn
$45
book
incl
udes
aud
io C
D
ww
w.p
renh
all.c
om80
0-94
7-77
0
Not
e: n
ew e
ditio
n 6/
12/0
7
Sour
ces
of In
form
atio
n:
o
Flor
ida
Cen
ter f
or R
eadi
ng R
esea
rch
web
site
- “D
iagn
ostic
Too
ls”:
ww
w.fc
rr.o
rgo
N
atio
nal A
ssoc
iatio
n of
Sec
onda
ry S
choo
l Prin
cipa
ls, “
Cre
atin
g a
Cul
ture
of L
itera
cy:
A G
uide
for M
iddl
e an
d H
igh
Sch
ool P
rinci
pals
,” 20
05.
Ava
ilabl
e on
line
at w
ww
.prin
cipa
ls.o
rgo
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. A
vaila
ble
onlin
e at
: w
ww
.nat
iona
lliter
acyp
roje
ct.o
rgo
S
outh
wes
t Edu
catio
nal D
evel
opm
ent L
abor
ator
y, “R
eadi
ng A
sses
smen
t Dat
abas
e.“
Ava
ilabl
e on
line
at w
ww
.sed
l.org
/read
ing/
rad/
char
t.htm
lo
C
ompa
ny/p
ublis
her w
ebsi
tes
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’
District-approved,evidence-based
intervention
2 periods in lieu ofcore ELA or ‘in
addition’
District-approved,evidence-based
intervention
2 periods in lieu of coreELA or ‘in addition’
District-approved,evidence-based
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
Daily ELD instructionin core class with
differentiatedinstruction
Daily ELD instructionin core class with
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 instruction dailyusing state-adopted
ELD materials
Note: May be inclusiveof ELA intervention
supportplus ELA core
1 period
ELD instruction dailyusing state-adopted
ELD materials
Note: May be inclusiveof ELA intervention
supportplus ELA core
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.
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