Prof writing & proposal Devel(DSRT) 2.1Question

Bibliographic Citation

Foorman, B. R., & Moats, L. C. (2004). Conditions for sustaining research-based practices in

early reading instruction. Remedial and Special Education, 25(1), 51–60.

Authors

Barbara R. Foorman, Ph.D., and Louisa C. Moats, EdD

Research Concern

The authors highlight reading concerns of a low-achieving school district. Many low-achieving districts exhibit risk factors such as high poverty, scarce resources, inconsistent leadership, resistance to reform, aversive working environments, high teacher turnover, low expectations, and transient students. Though research consensus defines research-based reading instructional practices, it is necessary to discover how to implement and sustain these practices over time.

Purpose

The purpose of this study is two-fold: to review the evidence for best reading instructional practices and to propose a list of critical conditions for sustaining those practices over time.

Precedent Literature

According to the National Research Council’s report on Preventing Reading Difficulties in Young Children, critical content in reading instructions should include oral language, phonemic awareness, alphabetic coding, fluency, comprehension, and vocabulary (Snow, Burns, & Griffin, 1998). The Primary Literacy Standards subsequently emerged, establishing benchmarks for these elements (New Standards, 1999). The National Reading Panel report (NRP, 2000) conducted a meta-analysis of over 3,000 phonemic awareness and phonics (alphabetic coding) studies. The authors summarized the findings. Research presented results from detailed evaluations of fluency studies. Though vocabulary is critical to comprehension, little research exists on effective vocabulary instruction. The NRP report could not conduct a meta-analysis of comprehension instruction due to unclear comparisons but concluded that a combination of techniques is beneficial. The panel also identified the need for more research on how to prepare teachers best to teach reading. Reviewed research suggested predictors for the early identification of children at risk (Fletcher, Foorman, Boudousquie, Barnes, Schatschneider, & Francis, 2002). Research also included variables of successful early interventions (Foorman, Breier, & Fletcher, 2003). It concluded that intervention programs must

1. utilize predictors of phonemic awareness, letter sounds, rapid naming of letters, vocabulary and word recognition,

2. intervene in grades K-2, and

3. contain comparable yet more intensive and systematic than regular classroom instruction.

Small group intervention can also be as effective as one-on-one if teachers are well-trained to provide sufficient intervention.

Research Methodology

The Houston-DC Early Intervention Project and the Texas Reading Initiative are examples of professional development (PD) programs supported by research (Birman, Desimone, Porter & Garet, 2000). Implementation occurred over four years for the Houston-DC project following a Kindergarten and a 1st grade cohort. It involved 1,400 children in 17 high-poverty, low-performing schools. It included professional development through summer workshops, courses during the school year, and regular classroom visits by reading coaches. Teacher interviews measured teacher perceptions of the PD program. Teacher knowledge surveys (both pre and post) measured content knowledge. A structured observation instrument measured teacher effectiveness. Achievement tests measured student outcomes. On the other hand, the article explained the components of the Texas Reading Initiative. The initiative implemented teacher reading academies, early reading assessments, and accelerated reading instruction. Also, the initiative sought to study seven flagship schools identified as effective for early reading intervention. The article summarized the critical elements observed.

Instrumentation

Both programs utilized the Texas Primary Reading Inventory as an early reading assessment tool. The Houston-DC project also utilized the Teacher Knowledge Survey, the Texas Teacher Appraisal System, and the Woodcock-Johnson Basic Reading and Broad Reading Clusters. Through the Texas Reading Initiative, standards for student performance on the Texas Essential Knowledge and Skills developed. To determine the flagship schools in the Texas Reading Initiative, the Texas Assessment of Academic Skills identified schools with exemplary or recognized performance.

Findings

The Houston-DC project found gains in teacher knowledge, ratings of teaching effectiveness, and student achievement. Besides, it revealed a significant relationship between teacher effectiveness and student achievement. Tables displayed the mean and standard deviation results. The critical elements observed at the flagship schools in Texas included reading instruction with small-group intervention that focused upon explicit, systematic instruction in phonics and phonological awareness. Teachers could also explain the rationale for their approach, report results of student assessment, and communicate them to parents and across all grades in the school.

Conclusions

In order to maintain sound practices in early reading, well-articulated instructional leaders who can continually motivate and mobilize teachers need to sustain initiatives over several years in their impoverished urban environments. The authors noted that the implementation speed of teacher preparation programs and professional development programs needs to increase (NRP, 2000). Another obstacle for sustaining research-based practices is the wait-to-fail policies governing eligibility for interventions.

Suggestions for Further Research

Foorman and Moats (2004) recognize that the knowledge on how to implement sound research-based practices in early reading is available. Sustainability is a real issue. Further work is needed to invest in instructional leadership and depth of teacher knowledge to sustain effective reading instruction over time.