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ERIC Number: ED391146
Record Type: Non-Journal
Publication Date: 1995-Nov
Pages: 11
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Role of Early Literacy Interventions in the Transformation of Educational Systems. Technical Report No. 617.
Gaffney, Janet S.; Paynter, Susan Y.
A literacy intervention is designed to produce accelerated change, moving student achievement rapidly and providing for sustained performance over time. Adopting a complex intervention is a problem-solving process that requires understanding of the conceptual congruity of all aspects of the theory, intervention, and training underlying the intervention. Some of the elements within Reading Recovery address the complexity of implementation and the accompanying structures that support meaningful change. Structures include those that foster sustained teaching success, leadership structures for addressing complexity, and structures for leading consensus-building communication. The presence of a strong network of support for the broader concepts of an intervention helps to build assurances of quality during initial adoption that can then be maintained in subsequent implementations. One aspect of the Reading Recovery network that lends stability to the project as it expands is the constructive nature of the on-going professional development that promotes continual discourse regarding quality and consistency among a large number of continually expanding project sites. As a provider, Reading Recovery has structured central data and information centers to support expansion efforts. The role of interventions, embedded in host systems, that provide substantial change for the most needy individuals in the system is an essential role for the transformation of American education. (Contains 15 references.) (Author/RS)
Publication Type: Reports - Descriptive; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Center for the Study of Reading, Urbana, IL.