Rita M. Bean

Response to Intervention and the Changing Roles of Schoolwide Personnel

Interviews and observations were conducted in five schools using a Response to Instruction and Invention framework to investigate (a) changes in role- expectations and functions for educators, (b) perceptions about their changing roles, and (c) skills needed to be effective in this systemic effort to improve literacy instruction for all students. Findings included: changes in role-expectations are essential and inevitable. Essential skill sets included: in-depth understanding of literacy assessment and instruction and of how to differentiate instruction, ability to use data for instructional decision making, increased collaboration and reflective dialogue, and a commitment to life-long learning. Shared leadership was evident in all schools, with all personnel involved in efforts to improve literacy learning.

Using closed captioned television to teach reading to adults

Abstract The use of closed captioned television to teach reading to adults was investigated in this study, using a pre‐experimental design. Of most interest were the effects of the use of closed captioned television as a medium for sight vocabulary development. Also of interest were students’ reactions to using closed television as a means of reading instruction. Results indicated that, overall, students improved significantly on a pre‐post word recognition measure; however, student performance did not differ across treatments. Also, there were no significant differences among groups on measures administered after each lesson. Moreover, the group using closed captioned television, without instruction, did evidence a degree of success in reaching a specific criterion level on weekly sight vocabulary tests. Finally, student attitudes toward closed captioned television were extremely positive, not only toward its use as a means of learning to read, but as a means of increasing general knowledge. This pre‐exp...

Adapted Use of Social Studies Textbooks in Elementary Classrooms Views of Classroom Teachers

Twenty-two classroom teachers (grades 1 through 7) were interviewed to obtain information about how they use their social studies textbooks, the problems they experience, and their perceptions of the strengths and weaknesses of the texts. Teachers were also asked to describe the modifications or adaptations they made to help students who might have difficulty understanding the textbook. Results indicated that although teachers liked having the textbook as a resource, they were concerned about content and comprehensibility. Teachers tended to solve the problem of textbook difficulty in three ways: Helping students to cope with the textbook, deemphasizing the textbook, or reinforcing and extending textbook information.

Inclass or Pullout: Effects of Setting on the Remedial Reading Program.

The purpose of this study was to describe the remedial reading instruction received by students assigned to inclass or pullout programs with respect to the instructional behaviors of teachers, the nature of lessons, and the reading behaviors of students. The study was conducted in an urban school system in which the pullout and inclass programs existed concurrently. One hundred nineteen students (Grades 4 and 5) were observed over a 4-month period. In both settings, students received a great deal of skill-related instruction; not much time was spent in prereading activities and students spent most of their time with worksheets. Over 60% of classroom time in both settings was spent in listening, transcribing, and silent reading. Pullout students experienced more direct teaching activities in a group situation while inclass students experienced more time in a one-on-one tutoring mode. Overall, there were differences between settings in what students experienced in remedial reading.

Reading First in Pennsylvania: Achievement Findings after Five Years

This article reports on the student achievement outcomes for third graders in Reading First (RF) schools in Pennsylvania over the five years of implementation for the group as a whole, for disaggregated groups of third graders, and for third graders who received reading instruction in RF schools for one, two, and three years. We also present a school-level growth measure for representing school improvement and for characterizing the success of RF in Pennsylvania. Results indicate that third-grade students in these RF schools are making substantially more progress in third-grade reading than are students in other schools in Pennsylvania, there is an increase of nearly 24% of students performing at proficient or advanced level over the five years, and the students in the below basic range on the achievement measure declined nearly 18%. Further, the disaggregated data show that the achievement gap, though not closed, was reduced for all groups of third graders. Finally, nearly 80% of the RF schools were successful in accomplishing the two goals of Reading First: an increase in the percentage of students at grade level, and a reduction in the percentage of students who were seriously below grade level.

Focus on chapter 1 reading programs: Views of reading specialists, classroom teachers, and principals

Abstract Seventy‐seven reading specialists, classroom teachers and principals participated in focus groups to discuss issues about Chapter 1 reading programs. Tape‐recorded data from the sessions were transcribed and analyzed qualitatively. Participants expressed the importance of flexibility and localized control. They stressed that the keys to success were communication and collaboration between specialists and teachers. All groups emphasized the need for staff development to help professionals work more effectively as members of a team. Participants also expressed an awareness of the changing roles of reading specialists. Five major strengths of Chapter 1 reading programs were identified: promote self‐esteem, foster a love of reading, provide specialized instruction, serve as a student advocate, and facilitate parent involvement. Identified problems included: difficulties in establishing good working relationships between specialists and classroom teachers, structure and scheduling problems, and develo...

Specialized Literacy Professionals as Literacy Leaders: Results of a National Survey

This large-scale national survey of specialized literacy professionals was designed to answer questions about responsibilities, including leadership, and preparation for these roles. Questionnaires, completed by over 2,500 respondents, indicated that respondents had multiple responsibilities that included both instruction of struggling readers and support for teachers. Four distinct role-groups were identified: instructional/literacy coaches, reading/literacy specialists, reading teachers/interventionists, and supervisors. The findings indicated a need for more precise definitions of the roles of these professionals and for preparation programs to include experiences that address the tasks required. Themes discussed included: roles have changed and require more focus on leadership, specialists must be nimble, and they require more in-depth preparation to handle the leadership demands of their positions.

Learning from each other: Collaboration between classroom teachers and reading specialist interns

Abstract The purpose of this study was to obtain information about how teachers and reading specialist interns worked together to implement early intervention programs in three different school districts; information about models of collaboration, grouping, and planning was obtained. Observations in the classrooms, interviews with interns and teachers were used to document and describe types of collaboration and to gain insights about perceptions of participants about their experiences. Five different approaches to collaboration were identified, but implementation differed across sites. Teachers and interns as a whole perceived the intervention program as beneficial for students; moreover, interns and teachers believed that they learned a great deal from working with each other. Results of this study provide information about how various models of collaboration are implemented, and suggests that the context in the school site, as well as teacher preference and comfort with collaboration, may be important ...

Implementing Curriculum-Based Measures of Reading in an Adult Literacy Program

In this study, curriculum-based measurement (CBM) procedures were implemented with adults attending a basic literacy program. The specific purposes of the study were to obtain reliability and validity information regarding CBM with adults, to determine the sensitivity of CBM to student growth in reading, and to assess the value and utility of such a system. Alternate form reliability data indicated greater consistency across narrative rather than expository passages and high reliability regardless of level of difficulty. Interrater reliability was also high. Validity data indicated some inconsistency between scores obtained on CBM and those on various standardized tests. Students showed significant gains on both CBM and the California Comprehension subtest. CBM procedures were more highly related to teacher judgment of progress than were standardized measures. Both teachers and students were positive about CBM procedures, including the tasks, graphing of scores, and perceived influence on student performance.

The Sustainability of a National Reading Reform Initiative in Two States

Although there have been any number of national reading reform efforts over the years, there is little evidence that such efforts have been sustained in schools over time. This study focused on addressing 2 questions: To what extent have Reading First schools in 2 states sustained the key elements of this reform over time? To what extent has student reading achievement continued to improve in these states over time? An online survey sent to all schools participating in Reading First in 2 states, follow-up interviews, and state reading achievement scores served as data sources. Findings indicated that most elements of Reading First were maintained 3 years after Reading First funding was terminated. Respondents were positive about the effect of Reading First in their schools. Schools in both states had shown a steady increase in the percentage of students who were proficient over the time of the initiative. In 1 state, this rate continued to improve, although the pace of the increase diminished; in the other state, there was a small but steady yearly decrease in the percentage of students achieving proficiency. We discuss factors contributing to this difference in achievement.