Wide variation exists with respect to how Literacy by 3 is implemented. Though the Literacy by 3 program has been in the Houston Independent School District (HISD) since the 2014-2015 school year, there remains wide variation with respect to which aspects of Literacy by 3 are implemented in classrooms and to what extent the practices are utilized.…

Two-thirds of U.S. high school students today are unable to read and comprehend complex academic materials, think critically about texts, synthesize information from multiple sources, or effectively communicate what they have learned. And in response, many teachers simply stop assigning challenging texts, opting instead to "deliver…

As implementation of multi-tiered systems of support becomes common practice across the nation, practitioners continue to need strategies for intensifying interventions and supports for the subset of students who fail to make adequate progress despite strong programs at Tiers 1 and 2. Experts recommend making several changes to the structure and…

The act of creating meaning with texts is complex, and this complexity creates unclear views of instruction in schools and even greater perplexity in knowing how to instruct students who may be struggling in this area of their schoolwork. Comprehension is often measured in schools as a product and an outcome, making it difficult to understand why…

In October 2010, WestEd's Strategic Literacy Initiative (SLI) won an i3 "Validation" grant to scale up and validate the Reading Apprenticeship (RA) model in three core secondary content area classes: U.S. history, biology, and English language arts. SLI's proposal stated two goals. Goal 1: To transform academic literacy teaching and…

Success for All (SFA), one of the best-known school reform models, aims to improve the reading skills of all children but is especially directed at schools that serve large numbers of students from low-income families. First implemented in 1987, SFA combines a challenging reading program, whole-school reform elements, and an emphasis on continuous…

Success for All (SFA), one of the best-known school reform models, aims to improve the reading skills of all children but is especially directed at schools that serve large numbers of students from low-income families. First implemented in 1987, SFA combines a challenging reading program, whole-school reform elements, and an emphasis on continuous…

Despite 60 years of evidence linking juvenile illiteracy and delinquency, practitioners and policymakers have been painfully slow in the implementation of evidence-based reading interventions for incarcerated juveniles. We will present the Texas Juvenile Justice Tiered Instructional Model, an evidence-based reading program model created…

Since the 2008 implementation of Response to Intervention (RtI) plans in Illinois, rural schools in southern Illinois with a high percentage of low-income students have been compelled to implement school-wide reforms of their reading programs. Often, limited funding makes it difficult to sustain growth trends in Adequate Yearly Progress (AYP).…

This study explored elementary schools' implementation of an integrated three-tier model of reading and behavior supports as they participated with a statewide Response to Intervention (RtI) project. The purpose of the study was to examine the process of implementing an integrated three-tier model and to explore the relation between implementation…

First implemented in 1987, Success for All (SFA) is one of the best-known and most thoroughly evaluated school reform models. It combines three basic elements: (1) Reading instruction that emphasizes phonics for beginning readers and comprehension for students at all levels, and that is characterized by a highly structured curriculum, an emphasis…

The authors support role changes for educational practitioners who work with children and youth with disabilities as they make important transitions. Principles from critical pedagogy and disability studies are summarized to provide a new theoretical framework to support role changes. Rather than needs-based services that focus on helping those…

When the goal is supporting excellent teaching, there is no "one-size-fits-all" approach. This book helps literacy coaches and administrators navigate the many choices involved in developing and fine-tuning a coaching program that offers the best fit for a particular school. The authors draw on current research and their personal experiences in…

This case study investigates whether teachers model reading in 1 Singapore primary school during an exercise called "uninterrupted sustained silent reading" (USSR) carried out in the classroom. Even though reading is an important determinant of a student's growth in language skills and ability, and modeling the act of reading is…