Empowering Teachers

Every child reading: A professional development guide. 
Learning First Alliance.  (2000).  Baltimore: Association for Supervision and Curriculum Development.

Put Reading First:  The Research Building Blocks for Teaching Children to Read, Kindergarten through Grade 3  September 2001. 
This publication was developed by the Center for the Improvement of Early Reading Achievement (CIERA) and was funded by the National Institute for Literacy through the Educational Research and Development Center Program.  This booklet summarizes what researchers have discovered about how to successfully teach children to read.  It describes the findings of the National Reading Panel Report and provides analysis and discussion in five areas of reading instruction: phonemic awareness, phonics, fluency, vocabulary and text comprehension.  Each section defines the skill, reviews the evidence from research, suggests implications for classroom instruction, describes proven strategies for teaching reading skills, and addresses frequently raised questions.

Report of the National Reading Panel:  Teaching Children to Read
April 2000.
The National Reading Panel Report outlines the most effective approaches to teaching children to read, the status of the research on reading, and reading instructional practices that are ready to be used by teachers in classrooms.  Both the report and the congressional testimony are available on line and in hard copy.

Preventing Reading Difficulties in Young Children
December 1998. 
This landmark 1998 report of the National Research Council synthesizes the wealth of research on early reading development.  It provides an integrated picture of how reading develops and how reading instruction should proceed.  This book includes recommendations for practice and further research.  Hardcover copies are available from the National Academy Press by calling 1-800-624-6242.  Each book costs $35.95 plus shipping and handling.

Starting Out Right:  A Guide to Promoting Children’s Reading Success
1998.
This guide, developed by the National Research Council, explains how children Learn to read and how adults can help them.  It provides ideas for the prevention of reading difficulties in early childhood and the primary grades.  Copies are available from the National Academy Press by calling 1-800-624-6242.  Each book costs $14.95 plus shipping and handling.

Analysis of Reading Assessment Instruments for K-3**
Review the final report of the Reading First Assessment Committee.  This report was developed to provide guidance in the selection of screening, diagnostic and classroom-based instructional reading assessments for grades K-3.  This report provides information about the identification and selection of reading assessment instruments that meet the intent of the Reading First Legislation.
**This report is temporary unavailable.

The Consumer’s Guide to Evaluating a Core Reading Program Grades K-3:  A Critical Elements Analysis  March 2003.
The Consumer’s Guide by Deborah C. Simmons and Edward J. Kame’enui is a free resource that assists in evaluating the completeness of core reading programs, based on scientifically based reading research. 

The Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) measures were developed upon the essential early literacy domains discussed in both the National Reading Panel (2000) and National Research Council (1998) reports to assess student development of phonological awareness, alphabetic understanding, and automaticity and fluency with the code. Each measure has been thoroughly researched and demonstrated to be reliable and valid indicators of early literacy development and predictive of later reading proficiency to aid in the early identification of students who are not progressing as expected. When used as recommended, the results can be used to evaluate individual student development as well as provide grade-level feedback toward validated instructional objectives.

Planning and evaluation tool for effective school wide reading programs.
The Planning and Evaluation Tool for Effective School wide Reading Programs was developed to assess school progress.  It was designed by E.J. Kame’enui and D.C. Simmons, University of Oregon, Institute for the Development of Educational Achievement, as a program auditing tool to assess implementation.   It is useful in prioritizing goals, developing an action plan, and assessing progress in a school’s reading program.

Big Ideas in Beginning Reading
This website is designed to provide information and technology to teachers, administrators, and parents across the country. With determination, vigor, and reliance on validated research, the goal of all children reading by the end of third grade will be reached.

Teaching Reading Is Rocket Science:

What Expert Teachers of Reading Should Know and Be Able to Do

What Works Clearinghouse
The What Works Clearinghouse was established by the U.S. Department of Education's Institute of Education Sciences to provide educators, policymakers, and the public with a central, independent, and trusted source of scientific evidence of what works in education. It is administered by the Department through a contract to a joint venture of the American Institutes for Research and the Campbell Collaboration.