The Florida Center for Reading Research has recently become part of the National Center for K-12 Instruction in Reading, Math, and Science. Part of the Comprehensive Center network, the Center on Instruction is one of five content centers serving as resources for the 16 regional U.S. Department of Education Comprehensive Centers. FCRR is responsible for the reading strand of the center.
Because scientific studies have repeatedly demonstrated the value of regularly assessing reading progress, a comprehensive assessment plan is a critical element of an effective school-level plan for preventing reading difficulties. This guide provides valuable information for school leaders.
A Principal's Guide to Intensive Reading Interventions for Struggling Readers in Early Elementary School [K-3]
This guide provides information critical to developing and implementing an effective school-level intervention program. It is designed to suggest some guiding principles along with examples of how these principles can be operationalized to develop an effective school-level system for meeting the instruction needs of all students.
Academic Literacy Instruction for Adolescents Overview-Video Conference [4-12]
In a video conference held on April 30, 2007, Dr. Joseph Torgesen of COI's Reading Strand provided an overview of the newly released "Adolescent Literacy Instruction for Adolescents: A Guidance Document from the Center on Instruction."
This array of research summaries and policy documents on reading and reading comprehension for students in grades 4-12, while not exhaustive, includes discussions of all the current important research issues in adolescent literacy and the development of state- and district-level policies to support improvements in adolescent literacy outcomes. This is a companion piece to the recently released Academic Literacy Instruction for Adolescents: A Guidance Document from the Center on Instruction.
Academic Literacy Instruction for Adolescents: A Guidance Document from the Center on Instruction [4-12]
This document developed by the Center on Instruction's Reading, Special Education and ELL Strands makes recommendations for improving literacy-related instruction in the content areas or across the entire school day, interventions for students reading below grade level, and recommendations for supporting literacy development in adolescent English language learners.
Also included are comments from experts in response to questions about methods for improving academic literacy in adolescents and examples of state activities in support of improved adolescent literacy in California, Florida, Rhode Island, and Washington.
In a Response to Intervention (RTI) model, young students at risk for reading problems or learning disabilities may require extensive interventions. Current research is insufficient to provide clear guidance about the duration or intensity of interventions that individual students might require. However, schools can deepen their understanding of the characteristics of interventions necessary to prevent early reading difficulties by becoming acquainted with the available research, particularly findings on the average effects of interventions of varying lengths. This report summarizes available data on the effects of extensive reading interventions (comprising at least 100 instructional sessions) and related implications for practice.
Interventions for Adolescent Struggling Readers: A Meta-Analysis with Implications for Practice [4-12]
Results of this meta-analysis provide guidance for intervening with adolescent struggling readers, outlining major implications for practice. The report focuses on interventions designed to improve students' use of reading comprehension strategies. It also considers the impact of interventions that target improved reading vocabulary, accurate decoding of unfamiliar words in text, and increased reading fluency.
This "quick start" guide for elementary school-level instructional leaders is based on scientific research on reading and reading instruction as well as on studies of successful schools and interviews with successful principals. It includes critical elements of an effective reading program in elementary school, critical tasks for principals as literacy leaders, and special considerations for reading instruction after third grade.
This brief provides guidelines for building a high-quality professional development program to support reading instruction in elementary schools.
Reading First is a focused nationwide effort to enable all students to become successful early readers.