The existence of elementary reading specialists in schools has increased, and their role in improving schoolwide efforts for prevention and intervention of reading risk has received increased emphasis. The purpose of this article is to describe the components of a multitier schoolwide reading model in the early grades in which the reading…

In 2013-14, Letterland had strong implementation, with moderate to high fidelity within approximately 90% of Wake County Public School System (WCPSS) K-1 classrooms. The impact of Letterland on students' reading achievement was neutral to positive. A significantly higher percentage of WCPSS kindergarten students were at or above benchmark mid-year…

This article describes how a purposeful sample of 62 elementary schools from 17 states implemented a Response to Intervention (RtI) framework for reading. School informants answered surveys and were interviewed about differentiated instruction in Tier 1, screening/benchmarking, where Tier 2 interventions were located, typical group size and the…

Response to Intervention (RTI) is an instructional framework through which schools can provide early intervention for students experiencing academic and behavioral difficulties. It is also promoted as an alternative to the IQ-discrepancy model for identifying students with learning disabilities. Most states have developed, or are developing,…

Describes the purposes and programs of the national Right to Read effort. (RB)

Offers a brief overview of shifting models in reading instruction. Presents the holistic model which guides instruction at the reading center of a midwestern state university. Illustrates the model with entries from a tutor's diary. (SR)

Presents the educational rationale for differentiated reading programs for gifted students in reading. Describes gifted readers, delineates general features of differentiated programs, and presents specifically recommended models of reading programs for the gifted. (RS)

Describes components and strengths of six elementary school classroom reading programs for struggling readers in which instruction is delivered in the students' regular classrooms. Proposes 10 guiding principles for developing elementary school classroom reading programs that support the growth of struggling readers. Closes with three concluding…

The social context activity model of adult literacy instruction posits that literacy is a relative phenomena and literacy needs are specific to the individual and the social context within which the individual operates. Instruction is based on the concept of activity with a prospective focus on the formation of students' shared and personal…

As part of the work from the Content Area Reading Project (CARP), which focuses on inservice teacher education in content area reading, this paper provides an overview of inservice content area reading within the CARP model. The first section of the paper reviews the literature on inservice education and indicates the serious problems with…

This article is a descriptive account of a professional learning community established among university professors, university teacher candidates, a school district instructional supervisor, the high school principal, a high school literacy coordinator, and teachers of a Mid-Atlantic high school in the United States. This learning community…

This booklet presents a description of the Responsive Education Program (REP) by summarizing the book entitled "The Responsive Education Program." Each of the 12 parts of the summary is a two-page abstract of a paper in the book. The papers summarized describe the program's goals, objectives, principles, and application to the classroom…

This catalog of reading programs is a result of an intensive search by the American Institutes for Research of reading programs in operation across the nation, followed by computer evaluation of the findings. Although the principal objective of the research was to produce multimedia inservice packages for reading teachers which demonstrate twelve…