Striving Readers

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2009 AWARDS
GRANTEE: VIRGINIA DEPARTMENT OF EDUCATION
Title: Virginia Striving Readers Intervention Initiative (VSRII)
Project Director: Thomas T. Santangelo
Local Evaluator: RMC Research Corporation
Professional Development: Voyager implementation specialists from VoyagerU; Online product training; Consultative support on-site

Setting: The school divisions participating in the project include: Norfolk Public Schools, Richmond City Public Schools, and Roanoke City Public Schools.

Supplemental Literacy Intervention

Model: Voyager Passport Reading Journeys program provides daily, 50 minute lessons that provide explicit, systematic instruction in critical reading skills. The program incorporates video segments on DVD, text, and online interactive lessons. It is formatted as a series of lessons, or Expeditions, designed to be delivered over the course of one school year on topics related to science, social studies, and literature. A library of Lexile-leveled books and magazines on age-appropriate topics is provided for each intervention classroom. Lessons include whole-group instruction as well as flexible grouping to ensure maximum use of differentiated instructional time.

Participants: Approximately 850 seventh- and eighth-grade students in eight middle schools will participate in the program each year.

Evaluation of the Supplemental Literacy Intervention

Research Questions:

  1. What is the impact of participating in the Passport Reading Journeys supplemental literacy intervention for one school year on the achievement of striving readers in grades seven and eight during the implementation phases of the initiative?
  2. Does this impact improve from one performance period to the next?
  3. In the third and fourth years of the study do eighth-grade striving readers who participated in the intervention during seventh grade show greater improvement than those who did not?

Research Design and Methods: The evaluation is an experimental design based on the random assignment of eligible middle school students; it will allow the estimation and testing of the impact of Passport Reading Journeys on student reading achievement levels. Fidelity of implementation data will be collected from monitoring interviews, VoyagerU content training interviews, professional development logs, and Passport Reading Journeys Implementation Fidelity Index (IFI). Qualitative data will be analyzed for content using the Grounded Theory method (Glaser & Strauss, 2009). The intervention’s impact will be estimated at the end of the 2010-2011, 2011-2012, and 2012-2013 school years by calculating the difference between the average reading achievement of eligible students randomly assigned to the intervention (treatment group) and of eligible students randomly assigned to participate in other activities (control group).

Control Condition: Eligible students are randomly assigned to participate in other activities not to include any supplemental literacy instruction.

Key Measures of Student Reading Outcomes: Virginia Standards of Learning Reading Assessment Gates-MacGinitie Reading Test, 4th Edition


GRANTEE: KENTUCKY DEPARTMENT OF EDUCATION
Title: Kentucky Cognitive Literacy Model
Project Director: Cindy Parker
Local Evaluator: Collaborative Center for Literacy Development (CCLD)
Professional Development: Provided by Kentucky Department of Education for intervention teachers and principals around implementing the intervention and using the assessments; included are 50 hours of professional development and 16+ hours in site visits/support by key personnel, in addition to summer trainings.

Setting: The schools participating in the Kentucky program include nine high schools in northern and south eastern Kentucky that met eligibility requirements and are underserved by other reading partnerships: Covington-Holmes, Jackson County, Pendleton County, Lincoln County, George Rogers Clark, Lewis County, Knox Central, Clay County, and Garrard County.

Supplemental Literacy Intervention

Model: The Kentucky Cognitive Literacy Model (KCLM) links reading, writing, and discussion to one another and embeds these in theme and inquiry-based learning. The model includes instructional strategies based on the work of R. Marzano.

Participants: Approximately 1,350 students in grade 9 will be served by a supplemental literacy intervention for one school year during each year of the project.

Evaluation of the Supplemental Literacy Intervention Primary Impact Questions:

  1. What is the impact of Kentucky’s Cognitive Literacy Model (KCLM) on the reading achievement of struggling readers?
  2. What is the impact of KCLM on the writing achievement of struggling readers?
  3. What is the impact of KCLM on the perceived reading strategy use of struggling readers?
  4. What is the impact of KCLM on the motivation and engagement of struggling readers?

Secondary Questions:

  1. What are students’ perceptions of and experiences in the intervention class? How do students’ self-efficacy, literacy motivation, and engagement relate to their experiences in the intervention class?
  2. What is the state-level implementation of the professional development training and support for intervention teachers in the project?
  3. How do teachers’ efficacy beliefs relate to their implementation of KCLM?


Research Design and Methods: The project evaluation will employ an embedded mixed-methods design with primary emphasis on using experimental methods to discern the impact of the project on students in participating schools. The effectiveness of the intervention will be determined through a three-year randomized control field trial utilizing a multiple cohort treatment and control group design.

Control Condition: Students selected for the control group will receive a regular elective as part of their freshman program.

Key Measures of Student Reading Outcomes: Reading: Group Reading Assessment and Diagnostic Evaluation (GRADE) and Metacognitive Awareness of Reading Strategies Inventory (MARSI) Writing: Stanford Writing Assessment Program (SWAP)


WASHINGTON OFFICE OF THE SECRETARY OF PUBLIC INSTRUCTION
Title: Washington Striving Readers Project
Project Director: Cheryl A. Young, Sarah Rich
Local Evaluator: Education Northwest (formerly Northwest Regional Educational Laboratory)
Professional Development: Provided by authors of Phonics Blitz (two day session) and Read to Achieve (two day session); additional professional development on assessment systems and adolescent literacy

Setting: The schools participating in the Washington project include Cascade Middle School, Olympic Middle School, Cedarcrest Middle School, Spanaway Junior High School, Perry G. Keithley Middle School, and Grandview Middle School.

Supplemental Literacy Intervention

Model: Phonics Blitz (Farrell & Hunter, 2007) targets decoding, and Read to Achieve (Marchand-Martella & Martella, 2010) targets vocabulary and comprehension. Students who need intensive decoding will receive intervention using Phonics Blitz initially, and all students will receive intervention using Read to Achieve. Both programs address fluency and are designed to increase reading achievement.

Participants: Approximately 750 students in six schools who have not met standard on the Washington Assessment of Student Learning and their reading fluency is below the 32nd %ile will participate in the intervention and study for one year. Students who receive intervention are in grades 6-8.

Evaluation of the Supplemental Literacy Intervention

Research Questions:

  1. Does the Washington Striving Readers Project (WSRP) help struggling middle school readers improve in vocabulary, comprehension, decoding, fluency, motivation to read and engagement in literacy and in writing, compared to struggling readers who do not receive the intervention?
  2. Does the WSRP help the lowest struggling middle school readers-those who need a decoding intervention-improve in vocabulary, comprehension, decoding, fluency, motivation to read and engagement in literacy and in writing, compared to the lowest struggling readers who do not receive the intervention?
  3. To what degree are the WSRP activities implemented as intended at each school?

Research Design and Methods: The research design will employ an experimental evaluation design with random assignment of students to a control or treatment group to measure intervention effects. The impact of the intervention will be analyzed with a two-level HLM for a multi-site experimental design, with sites modeled as fixed effect clusters to adjust for the nesting of students within schools. The evaluation will systematically measure the fidelity of implementation for each school and across the project.

Control Condition: Students assigned to the control group will receive general education English Language Arts.
Key Measures of Student Reading Outcomes: Washington Assessment of Student Learning Gates-MacGinitie AIMSweb Reading-CBM Fluency Woodcock Reading Mastery Test


MICHIGAN DEPARTMENT OF EDUCATION
Title: Fusion Reading: A Supplemental Reading Program Designed to Raise the Literacy Level of Striving Adolescent Readers
Project Director: Mark Coscarella
Local Evaluator: SRI International
Professional Development: KU-CRL (University of Kansas-Center for Research on Learning model)

Setting: The schools participating in the Michigan project are located throughout Michigan. About 40 percent of students in these 10 schools read below the proficiency level set by the state. The schools represented in the project are from five districts and include 6 middle schools (Bunker, Steel, Blanchette, Tomlinson, Owosso, and West) and 4 high schools (Holland, Inkster, Robichaud, and Owosso).

Supplemental Literacy Intervention Model: The Fusion Reading Program (FRP) is a supplemental literacy program that is designed to meet daily for one class period. Classes consist of 12-15 adolescent struggling readers who score between the 5th and 30th percentile on a standard reading assessment measure. The model, Fusion Reading, is a highly structured course designed to teach an array of high-leverage reading strategies within a scaffolded scope and sequence of instruction, practice, feedback, and ongoing assessments for progress monitoring. The seven Fusion Reading Program strategies are Vocabulary, Prediction, Possible Selves, Bridging the Gap, Strategy Integration, Summarization, and Pass the Test. The five stages teachers use for instruction are Warm-up, Thinking Reading, Explicit Strategy Instruction, Review Vocabulary Words, and Wrap-Up.

Participants: Approximately 3,920 students in grades 6-12 will be served by a supplemental literacy intervention over the 2nd, 3rd, and 4th years of the grant.

Evaluation of the Supplemental Literacy Intervention Research Questions:

  1. What are the short-term impacts of FR on the reading outcomes of struggling readers after receipt of 1 year of the intervention? After receipt of 2 years of the intervention?
  2. For which students are the interventions most and least effective?
  3. Does FR obtain its positive effect on reading achievement through improving students’ motivation to read?
  4. In what ways are implementation factors associated with program impacts (or lack of impacts) on reading outcomes?

Research Design and Methods: The evaluation has two purposes (1) to conduct an impact evaluation of the effectiveness of Fusion Reading and (2) to measure fidelity of implementation of the critical features of FR. The research design for this project is an experimental longitudinal control-group design, with students being randomly assigned by lottery to experimental and control conditions. The performance of students from select subgroups (low SES, ELLs, racial and ethnicity groups, and students with disabilities) will be compared to determine if experimental students in the subgroups outscore the control students from these subgroups. The data analyses will be conducted using hierarchical linear modeling (HLM) as implemented in SAS PROC MIXED.

Control Condition: Students in the comparison condition will not attend a supplemental reading program; they will participate in elective activities or in study hall. Both intervention and comparison students will participate in the typical curriculum and school activities offered to all students, including English/language arts instruction.

Key Measures of Student Reading Outcomes: Gates-MacGinitie TOWRE Phonetic Decoding Efficiency TOWRE Sight Word Efficiency Group Reading Assessment and Diagnostic Evaluation Children’s Academic Intrinsic Motivation Inventory MEAP


LOUISIANA DEPARTMENT OF EDUCATION
Title: Louisiana Striving Readers Program
Project Director: Jill B. Slack
Local Evaluator: SEDL
Professional Development: Voyager Expanded Learning team, online professional development, and ongoing consultative support for intervention teachers.

Setting: The 10 middle schools participating in the Louisiana study serve students in geographic regions and locales across Louisiana. They include: Turner Elementary/Middle, Donnie Bickham, Ray D. Molo, Oak Park, Carencro, Judice, Lafayette, N.P. Moss, Independence, and Lucille Nesom Middle Schools.

Supplemental Literacy Intervention

Model: Voyager Passport Reading Journeys uses an instructional format that includes 50 minute daily lessons in critical reading skills and facilitates grouping and differentiation of instruction. The model is formatted as a series of 15 two-week reading expeditions on topics across a number of content areas; a library of Lexile-leveled books and magazines on age-appropriate topics is provided for each classroom.

Participants: Students participating in the Louisiana project include three cohorts of approximately 1,200 students in grades 6-7 from ten middle schools.

Evaluation of the Supplemental Literacy Intervention Research Questions:

  1. Does student-level assignment to the Voyager PRJ program produce stronger effects on reading achievement and other student outcomes than assignment to the “business-as-usual” control condition?
  2. For which subgroups and under which conditions does the program have its greatest impact? How do the effects of the PRJ program vary according to:
    • Student factors (i.e., grade, gender, race/ethnicity, SES status, status on reading outcomes when they enter the program, and exposure to one or more years of the program);
    • Classroom factors (i.e., quality, teacher qualifications, duration and fidelity of implementation, and curriculum use); and
    • School factors (i.e., locale, geographic region of the state)?

Research Design and Methods: Data analyses will be conducted using a two-level hierarchical linear model with fall pretests as covariates and spring posttests on GRADE as the dependent variables. Student-level intention-to-treat effects across all schools and for select subgroups will be the primary outcomes of interest. Treatment fidelity data and other student and school characteristics will be examined as potential moderators of the effects.

Control Condition: Students do not receive program services but may receive a range of other services available in their school (i.e., tutoring, study hall).

Key Measures of Student Reading Outcomes: GRADE iLEAP Diagnostic and progress monitoring: Benchmark Assessments, Vital Indicators of Progress Reading Connected Text, Comprehension and Vocabulary Assessments, and SOLO Self-Assessment


WISCONSIN DEPARTMENT OF PUBLIC INSTRUCTION
Title: Practice and Application for Student Success (Project Pass)
Project Director: Jacqueline Karbon
Local Evaluator: Learning Point Associates
Professional Development: Scholastic, Inc. developer of model; Intervention teachers, interested in certifying will be offered graduate-level coursework through Carroll University; Vantage Learning will instruct on formative assessment, MY Access!.

Setting: The schools participating in the Wisconsin project are Northwest Secondary High School, Audubon Middle School, Mitchell School (K-8), Morse Middle School, and Madison Academic. These schools are a part of the Milwaukee Public Schools system which is the 30th largest school district in the nation with students from diverse racial, ethnic and cultural backgrounds. Over 78% of all students qualify for free/reduced price lunch.

Supplemental Literacy Intervention

Model: The READ 180 instructional model includes teacher-led direct instruction and computerized differentiated instruction daily and encourages differentiated and flexible instruction. The 90-minute lesson cycle begins and ends with teacher-led whole-group instruction. Daily small-group direct instruction includes student use of software and modeled and independent use of paperbacks and audio books. The READ 180 program will be supplemented with MY Access!, a writing program.

Participants: Approximately 1,000 struggling readers in grades 6-10 at five school-wide Title 1 schools in the city of Milwaukee will participate in the study.

Evaluation of the Supplemental Literacy Intervention Research Questions:

  1. Does the READ 180 reading intervention improve students’ academic performance in reading?
  2. How faithfully did schools and teachers implement READ 180 and what factors mediate the level of implementation?
  3. Do variations in implementation fidelity of READ 180 influence its impact on student achievement?
  4. How does reading instruction compare between control students and treatment students?

Research Design and Methods: The evaluation design is a randomized control trial with student-level randomization. A variety of data sources will be used to examine the evaluation questions: teacher surveys, teacher logs, classroom observations, student surveys, interviews, and student achievement data.

Control Condition: Control students will not receive any supplemental literacy instruction; instruction will be observed through classroom observations.

Key Measures of Student Reading Outcomes: SRI Wisconsin Knowledge and Concepts Exam Discovery Education Assessment Predictive Benchmark Assessment Formative assessment: MY Access!


NEW YORK STATE DEPARTMENT OF EDUCATION
Title: New York State Striving Readers Program
Project Director: Colleen Ferrone
Local Evaluator: State University of New York at Albany
Professional Development: Anita Archer, REWARDS co-author and project consultant

Setting: Nine New York City schools participating in the project include William W. Niles Middle School, Urban Science Academy Middle School, Angelo Patri Middle School, Dr. Sun Yat Sen Middle School, Roberto Clemente Middle School, Inwood Intermediate School, Roland Hayes Intermediate School, Joseph Pulitzer Intermediate School, and Albert Shanker Middle School. If necessary, additional schools will be added in order to achieve required student sample size.

Supplemental Literacy Intervention

Model: The REWARDS program uses explicit and comprehensive instruction which will be delivered in a supplemental daily period of intervention for one school year. The REWARDS Suite includes: REWARDS-Multisyllabic Word Reading Strategies; REWARDS Plus (which applies reading strategies to content area passages in science and social studies in order to enhance content knowledge while expanding reading strategies); REWARDS WRITING-Sentence Refinement (which builds writing skills).

Participants:About 850-900 struggling readers in grade 7 from nine to fifteen middle schools will participate in the study. The middle schools are Title 1-eligible schools serving students of poverty. All schools have a significant percentage of students who are English Language Learners (ELL); five of the schools have an ELL student population that exceeds 23%.

Evaluation of the Supplemental Literacy Intervention Research Hypotheses:

  1. Students who receive REWARDS intervention for one year will have significant higher scores on the state English Language Arts (ELA) assessment and Gates MacGinitie Reading Test (GMRT) than those students who received no additional literacy intervention.
  2. ELL students who receive REWARDS intervention for one year will have significant higher scores on the state ELA assessment and the GMRT than ELL students who received no additional literacy intervention.
  3. Students who receive REWARDS for one year will also show significant improvements on their performance on the state Grade 8 Social Studies assessment and the state Grade 8 Science Assessment than students who received no additional literacy intervention.
  4. Students who receive REWARDS intervention for one year will significantly improve their performance on the GMRT over students that do not receive additional literacy intervention and the improved performance on the GMRT will be predictive of their overall performance on that year’s state ELA assessment (concurrent validity).

Research Design and Methods: The evaluation design is an experimental pre-post control group design that will allow the research team to test a series of hypotheses in urban school-based environments to determine the effectiveness of one-year supplemental literacy interventions at the middle-school level. The design initially identifies students for randomization, exposes students to treatment and control, and measures the effectiveness of REWARDS.

Control Condition: Students will not be exposed to REWARDS or another supplemental literacy intervention. The evaluator will conduct classroom observations to monitor for contamination.

Key Measures of Student Reading Outcomes:
New York State Grade 7 and Grade 8 English Language Arts Assessments (NYS ELA) Gates-MacGinitie Reading Assessment (GMRT) New York State Grade 8 Science and Grade 8 Social Studies Assessments Diagnostic and screening: AIMSweb Oral Reading Fluency Probe MAZE Test of Written Language (TOWL-4)


ILLINOIS STRIVING READERS PROJECT
Title: Illinois Striving Readers Project
Project Director: Sarah McCusker
Professional Development: Voyager Expanded Learning professional development staff

Setting: The six high schools participating in the Illinois Striving Readers Project are Danville, Eisenhower, MacArthur, Kankakee, Lanphier, and Springfield Southeast High School.

Supplemental Literacy Intervention

Model: Passport Reading Journeys is a one year intervention designed to focus on upper-grade struggling readers. The year-long standard protocol involves daily, 45- to 55-minute lessons that provide explicit, systematic instruction in critical reading skills. Instruction occurs through a mixed model of whole group, small group, computer assistance, and individual instruction.

Participants: Approximately 2,700 9th grade students will be served by a supplemental literacy intervention and participate in the evaluation of the intervention over the 2nd, 3rd, and 4th years of the grant.

Evaluation of the Supplemental Literacy Intervention

Research Design and Methods: Evaluation activities for the project will focus on ensuring the integrity of the intervention and the evaluation. A theory of change approach will be used to follow up the implementation and will include site visits to participating schools, interviews with project personnel, and surveys. Eligible grade 9 students will be randomly assigned to create three separate samples that allow for three separate analyses of the impact of participating in the intervention on literacy levels of striving readers. The primary analytical model used to determine the impact is a two-level regression model with fixed and random effects.

Control Condition: Students assigned to the control group will not receive supplemental literacy instruction during their year of participation in the project.

Key Measures of Student Reading Outcomes:
Gates-MacGinitie Reading Tests ISAT – Illinois State Assessment for screening ACT-EXPLORE and ACT PLAN - screening Vital Indicators of Progress (VIP)


2009 CONTINUATION AWARDS

Eight continuation awards were made in 2009 to support the fourth year of program implementation in the eight districts that received Striving Readers awards in 2006. Those eight sites and the programs they are implementing are described in the initial abstracts on this page and in updated Project Profiles that appear on the Performance page in the Cross-Site Summary Tables of Striving Readers Projects and as a part of each individual site’s documents (Project Profile).


2008 Continuation Awards

Eight continuation awards were made in 2008 to support the third year of program implementation in the eight districts that received Striving Readers awards in 2006. Those eight sites and the programs they are implementing are described in the initial abstracts on this page, on the Performance page in Cross-Site Summary Tables of Striving Readers Projects, and in individual site profiles which are also on the Performance page of this Web site.


2007 Continuation Awards

Eight continuation awards were made in 2007 to support the second year of program implementation in the eight districts that received Striving Readers awards in 2006. Those eight sites and the programs they are implementing are described on this page.


2006 Awards

Striving Readers Grants

Grantee: Chicago Public Schools, District #299
Chicago, Illinois
Project Name: Chicago Public Schools Striving Readers
Total Grant Award: $24,548,234

Chicago's Striving Readers project is aimed at transforming teaching and learning in 32 middles schools serving grades 6-8. The District will provide intensive interventions in reading instruction in an after school setting using a program called Achieving Maximum Potential, developed at the University of Illinois at Chicago. Chicago will work with National Louis University to provide comprehensive professional development to create a seamless, aligned approach to reading instruction and literacy across language arts, social studies, science, and math classes. The district will partner with Learning Points Associates to undertake a rigorous experimental research evaluation.

Grantee: Ohio Department of Youth Services
Columbus, Ohio
Project Name: Striving to Achieve in Reading and Re-Entry (StARR)
Total Grant Award: $14,018,555

The Ohio Department of Youth Services, in collaboration with the Ohio Department of Education and Ohio State University, will implement a Striving Readers project to address the literacy needs of students in grades 6-12 within State juvenile corrections facilities. The program includes reading coaches, professional development in scientifically-based reading instruction for teachers, implementation of READ 180 as an intensive, targeted intervention for struggling readers, and a rigorous research evaluation by the Center for Learning Excellence at Ohio State University.

Grantee: Danville School District
Danville, Kentucky
Project Name: Kentucky Content Literacy Consortium (KCLC)
Total Grant Award: $16,195,959

Eleven high schools and 12 middle schools in rural Kentucky will employ full time literacy coaches trained in cross-disciplinary literacy coaching by the Collaborative for Teaching and Learning. Each school will implement two complementary literacy initiatives - the Collaborative Model for Content Literacy, a cross-disciplinary approach to improving adolescent literacy developed and supported by the Collaborative for Teaching and Learning, and Kansas Learning Strategies Curriculum, a targeted intervention for students two or more grade levels behind in reading (with training and support provided by the University of Louisville). The University of Kentucky's Collaborative Center for Literacy Development will provide a rigorous experimental research evaluation.

Grantee: Newark Public Schools
Newark, New Jersey
Project Name: Newark Public Schools Striving Readers
Total Grant Award: $13,968,272

Newark Public Schools will implement READ 180 as its intervention for struggling readers and will work with the National Urban Alliance and New Jersey City University to improve the quality of literacy across the curriculum. As a district in need of improvement with a glaring unmet need for attention to the literacy needs of middle school students, Newark is focusing its Striving Readers project on grades 6-8 schools with at least 75 percent of students on eligible for free and reduced price lunch and identified as in need of improvement under NCLB. Westat will be the district's external evaluation partner.

Grantee: School District #1, Multnomah County
Portland, Oregon
Project Name: Striving Readers Project
Total Grant Award: $23,536,956

Portland School District will provide research-based and targeted interventions to more than 1700 struggling readers in grades 6-10 and schoolwide strategies for embedding literacy in all content areas to more than 6,000 students. Portland will partner with the University of Kansas Center for Research on Learning to implement the Strategic Instruction Model (SIM), with Portland State University for literacy professional development, and with RMC Research to will conduct an independent and experimental evaluation of the Striving Readers project.

Grantee: San Diego Unified School District
San Diego, California
Name of Project: Strategies for Literacy Independence Across the Curriculum
Total Grant Award: $17,574,149

San Diego proposed to implement a program designed by the district to address literacy K-12 - Strategies for Literacy Independence Across the Curriculum, which provides struggling readers with a continuum of literacy interventions in feeder groups of middle and high schools. The focus is on students entering middle or high school struggling to read and the goal is to have students on grade level and passing the California High School Exit Exam in grade 10. The program will support services in six schools for 375 teachers and approximately 6,000 students. The Berkeley Evaluation and Assessment Research Center will evaluate the SLIC school level and targeted interventions.

Grantee: Springfield Public Schools
Springfield, Massachusetts
Name of Project: Springfield-Chicopee Striving Readers Program
Total Grant Award: $16,655,483

The Springfield Public Schools, together with Chicopee Public Schools will continue the work of Smaller Learning Communities reform focused on the reading and writing ability of more than 7,000 students in high schools, grades 9-11. Their approach relies on University of Kansas' Strategic Instruction Model's (SIM) content enhancement routines for teachers as the whole school strategy - the project anticipates training more than 500 teachers and 10 literacy coaches during the grant period. Springfield will also employ two targeted interventions for struggling readers including READ 180 and the SIM Content Literacy Curriculum. The evaluation will be conducted by Brown University's Education Alliance.

Grantee: Memphis City Schools
Memphis, Tennessee
Name of Project: Memphis Striving Readers
Total Grant Award: $16,074,687

Memphis' Striving Readers project is designed to test the efficacy of the Memphis Content Literacy Academy professional development model for improving reading achievement and content literacy in high-need urban middle schools serving grades 6-8. All core subject content teachers in Striving Readers schools will be randomly assigned to participate in the professional development program. The district will employ READ 180 as a targeted intervention for 960 students in grades 6-8. The University of Memphis will implement the school level intervention and Research for Better Schools will evaluate the district's Striving Readers project.


 
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Last Modified: 03/30/2010