We develop products and provide technical assistance on scientifically based reading instruction and best practices in early literacy for educators and parents, researching and disseminating new ideas on reading throughout the lifespan, and documenting the implementation and outcomes of national literacy initiatives. See also Early Childhood and Family Literacy.
Highlights
National Institute for Literacy
Under a contract with the National Institute for Literacy, RMC created research-based literacy products for parents and educators, such as Put Reading First, Shining Stars, and Big Dreams, that consistently rank among the top ten requested publications from the U.S. Department of Education's publishing program.
Reading First
RMC's in-house experts operate the national Reading First Technical Assistance Centers (now the National Reading Technical Assistance Centers) to improve state leaders' understanding of scientifically based reading research through services, research, resources, and capacity-building activities for state and local programs. The Center makes numerous professional development and technical assistance resources available and is producing extensive professional development modules on critical issues such as Leadership, Assessment, Comprehension, Instruction for Special Education Students and English Language Learners, Sustainability, and Advanced Coaching. RMC's profile of Alabama: How Reading First Helps a State Make the Grade details an early success of the Reading First program.
Early Reading First
RMC is conducting multi-year process and outcome evaluations for the federally funded Early Reading First (ERF) program in Manchester, NH. A consortium of school- and community-based early childhood centers were awarded ERF funds to create demonstration centers of excellence to support children's cognitive development in crucial pre-reading skills. We developed the evaluation design and are collecting and analyzing quantitative and qualitative data from stakeholders, teachers, coaches, and students to compare literacy impacts among ERF children, children in a comparison group, and non-ERF children in the district.
Center on Instruction: Reading
Part of the Comprehensive Center network, the Center on Instruction serves the 16 Regional Comprehensive Centers with research-based knowledge and expert support on K-12 reading instruction, including reading instruction for English language learners and students with disabilities. The Center maintains on large online library of research-based reading materials, syntheses of recent research, exemplars of best practices, and professional development materials on such topics as assessment and data use, literacy coaching, classroom walk-throughs for principals, adolescent literacy, and differentiated instruction in reading.
Picturing Writing/Image-Making Integrated Curriculum Model
With the Manchester, NH School District and the Center for the Advancement of Art-Based Literacy at the University of New Hampshire, RMC is conducting an evaluation of two innovative writing and art models, using a quasi-experimental design to assess impacts on student achievement in reading, writing, and the use of art as language. Visit the Picturing Writing website.
Great Source Evaluation Studies
Under contract with Great Source, a division of Houghton Mifflin, RMC conducted independent, experimental studies in three cities on the efficacy of three supplementary literacy programs (a math program is profiled in the Mathematics and Science section). Our study of Reading Advantage examined the effect of an extra intervention period for students reading below grade level in Title I schools with high numbers of students from disadvantaged backgrounds. For ACCESS Newcomers: Building Literacy through Learning we assessed the impact on middle school English language learners' acquisition of English language skills in the content areas. Our study of Writers Express, a writing program for 3rd graders, analyzed its effect on the writing skills of fifth graders in eight elementary schools. Data from teacher surveys and logs and classroom observations examined links among student performance, and teacher characteristics, and treatment fidelity.
Other Work:
• As a subcontractor to Abt Associates on the Reading First Impact Study and Implementation Evaluation, RMC co-designed observation instruments and designed and delivered training for more than 1,400 classroom observations
• From January to March of 2002, RMC staff organized and conducted three large-scale national Reading First Academies for state education representatives
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