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ERIC Number: ED498784
Record Type: Non-Journal
Publication Date: 2007
Pages: 22
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Teaching All Students to Read: Practices from "Reading First" Schools with Strong Intervention Outcomes. Complete Report
Crawford, Elizabeth; Torgesen, Joseph
Florida Center for Reading Research
One of the most critical needs in Florida's "Reading First" schools is to improve the effectiveness of interventions for struggling readers. For example, during the 2005-2006 school year, only 17% of first grade students who began the year at some level of risk for reading difficulties finished the year with grade level skills on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS[R]) measures. In second grade, the figure was only 9%, and in third grade it was 8%. We will never teach all students to read if we are not more successful with the most academically challenged students. Teaching all students to read requires a school level system for early identification of "at risk" students and a school level system for providing those students with the intensive interventions they need to become proficient readers. At the request of the Just Read, Florida! Office, the Florida Center for Reading Research has begun to collect information about practices being implemented in schools that are experiencing greater than average success providing interventions to their struggling readers. Schools that have been less successful in meeting the needs of their most struggling readers have also been visited. In this document, the authors describe what they have learned from visiting successful schools. Although it is not possible, with this kind of study, to determine whether any single practice was critical to a school's success, it is possible to develop a list of "options" or "practices" that represent innovative or common-sense solutions to difficult problems faced by all schools. Whether these practices will lead to similar success in other school environments will depend on a very complex set of factors, including the quality of their implementation and the relevance and interaction with other existing practices. This document is a "manual of ideas" for meeting some of the most difficult challenges faced by "Reading First" schools in working with their strugglingreaders. School leaders will find ideas described here that can be applied to help them successfully meet the unique challenges within their own schools. The following are appended: (1) Planning for Instruction: Analyzing a DIBELS[R] Report; (2) DIBELS[R] Assessment worksheet; (3) Sample Data Spreadsheet; and (4) Parent Support for Student Achievement. (Contains 5 tables.) [This report was produced by Just Read, Florida! and the Florida Center for Reading Research.]
Florida Center for Reading Research. Florida State University, City Centre Building, 227 North Bronough Street Suite 7250, Tallahassee, FL 32301. Tel: 850-644-9352; Fax: 850-644-9085; e-mail: fcrr@fcrr.org; Web site: http://www.fcrr.org/
Publication Type: Reports - Evaluative; Tests/Questionnaires
Education Level: Grade 1; Grade 2; Grade 3; Primary Education
Audience: Administrators
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida
IES Cited: ED565630