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Application of Reading Research in the Schools

In recent years, what has been learned at Haskins and elsewhere about how children learn to read and about effective reading instruction has been translated into professional development initiatives for elementary teachers in low-performing schools. Working with teachers in school districts in Connecticut and Rhode Island, Haskins mentors translate research for practice, providing guidance in cutting-edge methods of assessment and in systematic, explicit literacy instruction. Their professional development encompasses research-based ways to build foundation skills in phoneme awareness, oral language, and phonics, as well as how to effectively increase children’s vocabulary knowledge, reading fluency and reading comprehension. The mentors help educators learn to use assessment to guide instruction, to differentiate instruction to meet the needs of all students, and to successfully implement a comprehensive approach to reading instruction. In turn, exciting gains are being seen in student achievement in the participating schools.

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