The Impacts of Reading Recovery at Scale: Results From the 4-Year i3 External Evaluation

2018 ◽  
Vol 40 (3) ◽  
pp. 316-335 ◽  
Author(s):  
Philip Sirinides ◽  
Abigail Gray ◽  
Henry May
Keyword(s):  
Early Literacy ◽  
Reading Recovery ◽  
Controlled Trial ◽  
Scale Up ◽  
First Grade ◽  
Literacy Intervention ◽  
National Scale ◽  
Randomized Controlled ◽  
Early Literacy Intervention ◽  
Evidence Of Impact

Reading Recovery is an example of a widely used early literacy intervention for struggling first-grade readers, with a research base demonstrating evidence of impact. With funding from the U.S. Department of Education’s i3 program, researchers conducted a 4-year evaluation of the national scale-up of Reading Recovery. The evaluation included an implementation study and a multisite randomized controlled trial with 6,888 participating students in 1,222 schools. The goal of this study was to understand whether the impacts identified in prior rigorous studies of Reading Recovery could be replicated in the context of a national scale-up. The findings of this study reaffirm prior evidence of Reading Recovery’s immediate impacts on student literacy and support the feasibility of successfully scaling up an effective intervention.

scholarly journals Evidence for Early Literacy Intervention: The Impacts of Reading Recovery

2017 ◽  
Author(s):  
Henry May ◽  
Phil Sirinides ◽  
Abigail Gray ◽  
Heather Goldsworthy
Keyword(s):  
Early Literacy ◽  
Reading Recovery ◽  
Literacy Intervention ◽  
Early Literacy Intervention

scholarly journals Using Cognitive Neuroscience Principles to Design Efficient Reading Programs: Case Studies from India and Malawi Cognitive Neuroscience to Design Literacy Programs

2019 ◽  
Vol 2 (2) ◽  
pp. 38
Author(s):  
Radhika Iyengar
Keyword(s):  
Early Literacy ◽  
Cognitive Neuroscience ◽  
Scale Up ◽  
Reading Programs ◽  
Literacy Intervention ◽  
Literacy Programs ◽  
Early Literacy Intervention ◽  
Cost Cutting ◽  
Adaptation Processes ◽  
Training Modalities

The hidden crisis in education has come to light since the past decade. Millions of school-going children remain illiterate, even after spending 2-3 years in school. This paper explores a cognitive neuroscience driven method to improve children’s reading in two local languages--Chichewa (Malawi) and Telugu (Telangana, India). The paper first presents the science behind how children learn using this science-driven model. It then presents the process of contextualization of this literacy method for Malawi and Telangana, India. The contextualization and adaptation processes lead to some generalized principles that could be applied to other local language literacy programs. The study looks at sequencing of letters, font size and type, teacher training modalities as well as classroom delivery processes, which are all key components for any early literacy intervention. The study also focuses on cost-cutting measures to aid in full implementation and scale-up for a low resourced educational setting.

scholarly journals Navigating professional roles in early literacy intervention: exploring the experiences of speech language therapy students, teachers and clinical tutors

2016 ◽  
Vol 5 (3) ◽  
Author(s):  
Helena Oosthuizen ◽  
Daleen Klop ◽  
Monique Visser
Keyword(s):  
Early Literacy ◽  
Literacy Intervention ◽  
Language And Literacy ◽  
Language Therapy ◽  
Early Literacy Intervention ◽  
Role Players ◽  
Student Training ◽  
Transdisciplinary Collaboration ◽  
Models Of Service Delivery ◽  
Insight Into

Speech-language therapists (SLTs) in South Africa are increasingly considering alternative models of service delivery to children at risk for language and literacy development delays. A transprofessional model of collaboration allows SLTs and teachers to share responsibility for primary prevention of literacy difficulties. Previous research has identified several challenges with regard to effective collaboration between qualified professionals, indicating that specific opportunities need to be created for professionals to ‘cross over disciplinary lines’ to gain more insight into a profession other than their own. Student training presents a valuable opportunity for role-exchange between pre-professional SLTs and teachers. The article describes the experiences of teachers, undergraduate SLT students and tutors with regard to transdisciplinary collaboration in the foundation-phase classroom, according to the ‘embedded-explicit’ model. The authors argue that a more in-depth understanding of the different role-players’ perceptions of transdisciplinary collaboration will contribute to enhanced collaboration between SLTs and teachers.

Lesson Study to Scale Up Research-Based Knowledge: A Randomized, Controlled Trial of Fractions Learning

2017 ◽  
Vol 48 (3) ◽  
pp. 261-299 ◽  
Author(s):  
Catherine Lewis ◽  
Rebecca Perry
Keyword(s):  
Randomized Controlled Trial ◽  
Elementary Teachers ◽  
Teacher Leadership ◽  
Lesson Study ◽  
Controlled Trial ◽  
Scale Up ◽  
Linear Representation ◽  
The United States ◽  
New Approach ◽  
Randomized Controlled

An understanding of fractions eludes many U.S. students, and research-based knowledge about fractions, such as the utility of linear representation, has not broadly influenced instruction. This randomized trial of lesson study supported by mathematical resources assigned 39 educator teams across the United States to locally managed lesson study supported by a fractions lesson study resource kit or to 1 of 2 control conditions. Educators (87% of whom were elementary teachers) self-managed learning over a 3-month period. HLM analyses indicated significantly greater improvement of educators' and students' fractions knowledge for teams randomly assigned to lesson study with resource kits. Results suggest that integrating researchbased resources into lesson study offers a new approach to the problem of “scale-up” by combining the strengths of teacher leadership and research-based knowledge.

Early Literacy Intervention for Preschoolers Who Need Tier 3 Support

2016 ◽  
Vol 36 (4) ◽  
pp. 205-217 ◽  
Author(s):  
Ruth A. Kaminski ◽  
Kelly A. Powell-Smith
Keyword(s):  
Early Literacy ◽  
Phonemic Awareness ◽  
Single Case ◽  
Literacy Skills ◽  
Literacy Intervention ◽  
Early Literacy Skills ◽  
Literacy Interventions ◽  
Early Literacy Intervention ◽  
Short And Long Term ◽  
Tier 3

Phonemic awareness has been consistently identified as an essential skill for as well as an important predictor of later reading achievement. Children who lack these early literacy skills at kindergarten entry are more likely to demonstrate both short- and long-term reading difficulties. Despite the importance of providing intervention early, there is a paucity of research on Tier 3 early literacy interventions in preschool. A single-case multiple baseline across subjects design was used to examine the effects of a Tier 3 phonemic awareness intervention with preschool children who were identified as needing Tier 3 support in early literacy skills. The intervention was conducted individually with children, 5 to 10 min a day over an 8-week period. The results show gains in phonemic awareness for all children; however, the intervention was clearly more effective for some students than others. Factors that may have affected children’s learning are discussed.

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