Early Reading Matters

• In Event: Addressing the Challenges of Early Literacy Teaching and Learning: Report From a Multisite, Multiyear Initiative

Abstract

Objectives
Launched in 2014, Early Reading Matters (ERM) drives reading development in grades k - 3 in Bronx public schools, impacting teachers, students and school principals. Teachers maximize their effectiveness in implementing high-impact instruction by acquiring key instructional competencies: understanding foundational aspects of literacy, executing high-leverage teaching and assessment strategies, and making evidence-based decisions. Students exit the grade able to read. Principals learn to establish effective early literacy programs. Fifteen (soon 25) schools participate.

Perspectives
While it is well accepted that early literacy learning is fundamental to success in school and life, urban public schools often struggle to establish programs that increase reading proficiency. ERM contends that to be successful, school-based programs require three key elements:
Teachers well prepared in strategies for teaching reading, normal development, and data-based instructional decision-making
Professional development grounded in a universal understanding of what constitutes high-leverage teaching of reading and a clear roadmap to mastery. (Darling-Hammond et. al , 2017; Darling-Hammond & Rothman, 2011)
School-level structures and systems promoting a sustainable model of reading instruction, established by the principal.

Methods
ERM uses a balanced literacy approach. Schools participate for three years, focusing on: Content and pedagogy (Year 1), Teacher leadership (Year 2) and Sustainability (Year 3). Support takes place over the entire school year under real conditions.

Teacher professional learning features recognized elements of effective professional development: sustained coaching emphasizing modeling, observation and feedback on literacy practices, job-embedded collaborative inquiry; extended support through online modules containing examples of best practice and other helpful tools, and content focused institutes. (Darling-Hammond et. al , 2017)

Concurring with the definition of effective leaders as those who set direction, redesign the organization, and lead instruction (Sutcher, Podoksky and Espinoza, 2017), ERM principals are given frequent learning experiences promoting school improvement: workshops addressing pedagogy and indicators of school-wide effectiveness, instructional walks to look for characteristics of effective instruction, and guidance in data analysis for problem-solving and planning.

Data
We collect:
Student reading proficiency data (baseline, MOY, EOY), using benchmark assessments
Teachers’ instructional competencies, using Early Language and Literacy Classroom Observation Tool (Smith, Brady & Clark-Chiarelli, 2008) (ELLCO) (pre/post) and “What to Look for” Observation (Teaching Matters) (quarterly)
(New for upcoming year) Data on seven indicators of school-wide success [Accurate benchmark assessment scoring, Sufficient time for daily literacy instruction, # guided literacy lessons supporting struggling students, Quality texts, Frequent student progress monitoring, Effective instructional practice, Effective teacher teams].

Results, Significance
Two years of data indicate that ERM is making a difference. Mid-year analysis of growth in
students’ reading levels indicates median independent reading level for grade 1-3 students increased by 33%. Preliminary end-of-year analysis indicates that, on average, grades 1-3 students with less than 20 days absent improved reading proficiency significantly, gaining 5, 3.8, and 3.3 levels respectively after year 2.

Promising results to date conform with Darling-Hammond et.al. (2009) finding that “well-designed PD can, when effectively implemented, lead to desirable changes in teacher practice and student outcomes.” This is particularly exciting in the area of early literacy where the need is urgent.

Author

• Naomi Cooperman, Teaching Matters Inc.