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Haskins
Early Reading Success
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Guided by scientific research. Taking a comprehensive approach, professional support is grounded in 30 years of established reading research. The project is responsive to ongoing evaluation of its own progress. |
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Focus on teacher knowledge. Rather than endorsing a specific curriculum, our goal is to provide participants with a solid foundation in the knowledge, understanding, and skills essential to effective reading instruction. |
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Highly trained ERS Fellows provide continuous on-site support. External experts work with an internal facilitator to extend project-wide professional development with school-specific workshops, classroom guidance and consultation. |
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Tailored to individual schools. Implementation is tailored to the individual needs of the students, the strengths of the teachers, and school-specific resources and curricula. |
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Focus on student outcomes. Assessment of children serves a central role both as a means to evaluate efficacy of instruction and to differentiate instruction. |
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Demonstration model. Participating schools serve as valuable models of reading instruction based on scientific research findings. |
Effective Reading Instruction: Research Guides the
Way
A large body of convergent, scientific research has provided much needed answers about the critical cognitive, linguistic, instructional and environmental factors that foster successful reading development and reduce the occurrence of reading disability (Preventing Reading Difficulties in Young Children, 1998; Connecticut's Blueprint for Reading Achievement, 2000). Research on the effectiveness of curricula and reading instruction based on this scientific knowledge base has demonstrated excellent outcomes for all students, even those most at risk
The Skills and Knowledge Teachers Need to Effectively Teach Reading
This research has clear implications regarding optimal methods of instruction,
early intervention strategies, and remedial approaches, and in turn,
professional preparation (Report of the National Reading Panel,
2000). According to Connecticut's Blueprint for Reading Achievement
(2000), teachers need to have a broad knowledge base, including:
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Research findings and their implications for effective reading instruction |
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Assessment methods and student reading comptetencies |
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Stages and processes of children's reading acquisition |
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Intentional teaching, using assessment and goals to plan instruction |
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The important, reciprocal relationship between oral language and reading |
In addition, teachers need to be skilled in effectively developing sutdent reading and writing competencies, including out-of-context word identification, fluent and accurate word identfication in context, comprehension, spelling, and writing.
From Laboratory to Classroom
Elementary educators typically have limited access to the large body of scientific research relevant to reading instruction. Most receive even less support in using research-based methods in their classrooms. This project, along with national inititatives such as President Bush's Reading First, helps empower teachers with the best that research has to offer.
Converting research findings into methods useful for the classroom involves several steps. In the Haskins Early Reading Success (ERS) initiative, research findings are first introduced by national research experts at a monthly proseminar. Next, ERS mentors—an external facilitator (called a "Fellow" and a school-based teacher expert (a "Teacher Specialist")—meet with Project Leaders Drs. Anne Fowler, Susan Brady, and Laura Palumbo to discuss the implications of this research and plan workshops for participating schools. Mentors then present the research a their schools, and provide additional support by modeling new instructional techniques and coaching as teachers try research-based techniques in their classrooms.
As new research becomes integrated into the school day,
teachers are encouraged to serve as models for others by sharinbg short
videos of their teaching and their students' learning.
Contact Us
Haskins Early Reading Success is a collaboration among Haskins Laboratories, University of Rhode Island, and Connecticut State Department of Education.This initiative is funded by Congress through the U.S. Department of Education. For more information, please contact us
Haskins Laboratories
270 Crown Street
New Haven, CT 06511
203.865.6163 (voice)
203.865-8963 (fax)
Email ERS
©2000-2002 Early Reading Success Initiative