Haskins Literacy Initiative promotes the science of teaching reading in three main ways.First, we provide comprehensive professional development, coaching and classroom support to make teachers masters of effective literacy practices. Teachers, not programs, teach children to read.By becoming informed consumers about the myths and realities of teaching reading, teachers can become "method-proof," knowing what to teach which child when.

Second, we conduct field research about how knowledge and practice impacts student reading achievement.

Our parent, Haskins Laboratories, has conducted more basic reading research for over 40 years.Finally, we engage in advocacy to inform public policy to improve reading achievement for every child.

2) Who was it named after?

The Haskins Literacy Initiative is an activity of Haskins Laboratories, Inc., a private, non-profit research institute founded in 1935 by Caryl Parker Haskins. Both the Laboratories and HLI are named after Dr. Haskins. Haskins is an independent, international, multidisciplinary community of researchers conducting basic research on spoken and written language.

3) What exactly are you trying to accomplish?

Since 1965, Haskins has been involved with reading research. However, much of this research has not been translated effectively for teachers and most importantly, children haven't experienced the benefits of this knowledge – that is, we KNOW how children learn to read and why many struggle learning this complex skill. Our Haskins-trained reading experts provide teachers with this knowledge through job-embedded PD or 'on the job training.' Instead of 'dump and run' workshops, we maintain a presence over a period of time in schools – a recommended minimum of two years – to mentor and coach teachers as they become masters of their trade.

The National Reading Panel identified five components of comprehensive literacy instruction and we attempt to immerse teachers in one component at a time to ensure deep understanding and so that the knowledge becomes ingrained and transfers to their classroom instruction.

4) Do you focus more on reading, literacy, writing or all of the above?

All of the above – the five components (phoneme awareness, phonics, fluency, vocabulary and text comprehension) make up comprehensive literacy, including reading, but they do not include writing. However, we believe that writing should be taught right alongside the other components.

This should begin with explicit, developmentally-appropriate handwriting instruction no later than kindergarten and continue with the teaching of lower-level transcription skills (the mechanics of writing – spelling, punctuation, capitalization), and higher-level composing skills including organizing and developing ideas, use of proper sentence and text structure and vocabulary. The other component that is not explicitly identified is oral language. This too is part of what we teachers about.

5) Who funds you--where does the money come from for you and your staff?

We get our funding from a variety of sources. We just completed a four year Department of Education funded Teacher Quality study with first grade teachers. This was great because it provided professional development for 37 schools throughout CT. We were able to conduct research and learn more about how best to provide quality PD for teachers. When the grant was over, many districts asked us to continue with other grades in their schools – we moved down to kindergarten and up to 4th grade in several schools.

In some cases, we have received support through private foundations. In most cases, however, districts have used their own money to pay for our services. We also have established a relationship with the CT State Department of Education and have been hired by regional education service centers to write some training modules for teachers in the state.

I think we're developing a reputation for quality PD because we are in a unique position to take cutting edge research from Haskins Laboratories and other research institutions and translate it for our teachers.

6) What do you see as the major literacy issues or concerns in America?

In spite of the large body of knowledge that has accumulated over the years about how to support children in becoming proficient readers and writers, too many children lack basic literacy skills. I believe that there are many reasons for this – some that require tons of effort.

However, the one thing that we can do that is relatively simple is to require early elementary teachers (PreK to third grade) to MAJOR in reading. Currently, preservice teachers are only required to take one or two courses in teaching reading and these courses are often general, survey courses. We know from the research, including studies of the brain, learning to read is difficult for many.

As Alvin Liberman, a Haskins founder and former president wrote a piece, 'Reading is hard just because listening is easy.' Our brains aren't wired to automatically acquire the skill – it takes practice and requires strong foundational skills in spoken language and exposure to lots of background and vocabulary knowledge as well as focused instruction in how our written system (letters and words) maps onto the sound system.

7) In general, how good a job are schools doing in terms of teaching reading?

It varies widely. Some are doing a fantastic job – against all odds. One of our Hartford schools with 100% of its students on free and reduced lunch passed every first grade student to second grade on grade level. This is hugely important because if a child doesn't learn to read by the end of first grade, s/he has a one in eight chance of catching up after that.

Many children are promoted from one grade to the next not having mastered the skills required to move on so they get further and further behind. Unfortunately, the teachers in successive grades aren't prepared to teach those children – again, not because they don't want to but because they don't know how. Since we have been in the business of teaching teachers, we have worked with over 300 teachers. Most of them remark that they never learned the things we are teaching them. Some are angry, others are sad. They think about the children they have taught and wish they could have another chance with them.

8) Briefly, and I know it is tough to comment briefly on something like this, but what is your impression of this Reading First Initiative?

I think that Reading First is a brilliant piece of legislation that has tried to ensure that states and districts implement the research on reading in its lowest performing schools. One of its goals is to hold states accountable for the money they receive from the government. Those of us who have been in education and worked in schools as long as I have, know that this is no mean feat. For far too long, schools have received funds with no accountability tied to them (Title 1, for example).

Some schools make the right choice and do the right thing and others do not. In all fairness, many schools don't know what the right thing is. That's why we have to be very specific and diligent when it comes to handing out billions of dollars. Reading First has provided states with lots of money and a tremendous opportunity to train teachers in how to teach reading well – including how to assess children quickly and to use those data to make sound instructional decisions.

9) Do you have a web site where more people can learn about your organization or institute?

www.haskins.yale.edu/hli

10) What question have I neglected to ask?

Do you feel hopeful for the future of our children as far as learning to read is concerned?

I do because I've seen many children succeed thanks to dedicated teachers who have high expectations for their students and who don't make excuses. Yes, it's hard work but it's what we signed on for. There's nothing better than opening a child's eyes to the world of reading. That skill alone will open more doors than any other. And without it, the child is assuredly doomed to a life of misfortune. We can't let that happen – especially when we know what works!

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Dr. Michael F. Shaughnessy is currently Professor in Educational Studies at Eastern New Mexico University and is a Consulting Editor for Gifted Education International and Educational Psychology Review. In addition, he writes for www.EdNews.org and the International Journal of Theory and Research in Education. He has taught students with mental retardation, learning disabilities and gifted. He is on the Governor's Traumatic Brain Injury Advisory Council and the Gifted Education Advisory Board in New Mexico. He is also a school psychologist and conducts in-services and workshops on various topics.

Published May 15, 2008