2006-2007 Academic Year

• Based on recent research and outreach results, our primary work—THE     SCIENCE OF TEACHING READING—continues to evolve and expand, carrying   us forward to benefit more teachers and students, and to educate more   policy-makers. The name Haskins Literacy Initiative will continue to serve us   well into the future, by being receptive to new opportunities, while embracing   our current work of professional development and research, including:

Haskins Literacy Initiative
HARTFORD PUBLIC SCHOOLS
A three-year grant funded by the Hartford Foundation for Public Giving

Haskins Literacy Initiative
HARTFORD PRE-KINDERGARTEN
A three-year grant funded by the Mayor’s Office for Young Children

Haskins Literacy Initiative
CONNECTICUT ELEMENTARY SCHOOLS
Funded by public and private schools and districts statewide, including East Haven, Hamden, Manchester, New Britain, New Haven, Stamford and Waterbury

• Mastering Reading Instruction data analysis and results by Spring 2007

• Grant writing is ongoing for research projects through Haskins Laboratories.    A current grant submission, for example, proposes the development of a    curriculum-based student assessment that will give teachers important    information to guide their instruction.

2003-2006

• A four-year Teacher Quality grant funded by the Institute of Education    Sciences (a division of the US Dept of Education), launched Mastering    Reading Instruction to inform higher education and policy-makers about how    to train teachers to more effectively teach reading

• MRIn focused on 1st grade reading instruction.

• This teacher professional development project in 37 schools over two years,    included on-site coaching in mentor schools.

• MRIn studied the relationships among what a teacher knows about reading,    how reading is taught in the classroom, and how students perform on a    variety of reading assessment measures.

• Data collection completed spring 2006; data analysis began fall 2006.

2003-present

• Ongoing technical assistance and consultation to the State Department of    Education, including the development, production and training for The Code    Module.

2000-2004

• Dr. Anne Fowler served on the Connecticut Reading Panel to produce   Connecticut’s Blueprint for Reading Achievement (CT State Department of   Education, 2000), which identified professional development required for K-3   teachers to improve reading instruction.

• In 2000, Drs. Anne Fowler and Susan Brady, two prominent Haskins Senior    Scientists, established the Early Reading Success Initiative, a research-to-   practice feasibility study, funded by the US and CT Departments of Education,    and the University of RI, to apply reading research in Grade K-2 classrooms    to improve reading instruction.

• ERSI trained over 30 mentors, including Haskins Mentors and Teacher    Specialists.

• ERSI mentors worked with over 200 teachers in 20 schools in CT and RI.

• Based on their research-to-practice experiences in real classrooms, ERSI   leaders and mentors developed professional development models and tools   for teacher training, and three CT model schools.