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ERIC Number: EJ969645
Record Type: Journal
Publication Date: 2012-Jun
Pages: 23
Abstractor: As Provided
Reference Count: 55
ISSN: ISSN-0013-5984
Professional Development for Reading Achievement: Results from the Collaborative Language and Literacy Instruction Project (CLLIP)
Porche, Michelle V.; Pallante, Daniel H.; Snow, Catherine E.
Elementary School Journal, v112 n4 p649-671 Jun 2012
The Collaborative Language and Literacy Instruction Project (CLLIP) is a model of professional development designed to help teachers incorporate research-based practices of literacy instruction, support mastery, and sustained use of these practices through coaching, and serve as a foundation for whole-school reform efforts. We describe the model, intervention, implementation, and subsequent results from an exploratory study in which we tested student literacy outcomes for kindergartners and fourth graders in the classrooms of CLLIP teachers against a matched comparison group. Exploratory results from a rural cohort of elementary school teachers suggest support for skill building in the alphabetic principle, phonemic awareness, fluency, and vocabulary. We discuss outcomes by reflecting on central program features: CLLIP strengthens teachers' content knowledge and ties that knowledge to subject-specific content for students, has extended duration and support, is tied to state standards, and involves collective participation across a district to advance reform efforts. (Contains 3 figures, 5 tables, and 1 note.)
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Elementary Education; Grade 4; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)