Improving Literacy Research Alliance
The Improving Literacy Research Alliance is focused on improving literacy outcomes for all students in K-12 schools across several Southeastern states, with a focus on prevention and early intervention. The alliance is comprised of members from state departments of education, higher education institutions, nonprofit foundations, and local education agencies.
Improving Literacy Research Alliance Members from Mississippi Participating in a REL Southeast Workshop on the Research-Based Roles of Literacy Coaches.
- What is the impact of an experimental literacy intervention compared to a literacy intervention embedded in the core reading program on at-risk students in grades K-2?
- Which Florida elementary schools have a lower than expected percentage of students scoring in Achievement Level 1 on the Grade 3 FCAT 2.0 Reading given the school’s demographic characteristics (i.e., the percentage of students classified as economically disadvantaged, minority, and English language learners)?
- What is the classification accuracy of the Florida Assessments for Instruction in Reading (FAIR) in grades 3-10 and in K-2 compared to alternative methodologies?
- How do CART analyses compare with logistic regression methods in predicting poor performance on the reading comprehension subtest of the SAT-10?
- What is the validity and reliability of a new rubric for rating the alignment of K-5 ELA instructional materials to the ELA CCSS and to empirical research that meets What Works Clearinghouse Standards?
- What are effective adolescent literacy intervention strategies (since those presented in the 2008 IES Practice Guide)?
- How can SEAs and LEAs in the Southeast region effectively conduct self-studies of required summer reading camps for struggling readers?
- If, after controlling for school characteristics, variation is found in the growth trajectories of the 100LPS, is variation in growth associated with how the 100LPS schools implemented the extra hour of reading instruction?
- What is the current state of teacher knowledge of early literacy skills of Mississippi's elementary school teachers?
- Does teacher knowledge of early literacy skills grow over time?
- What characteristics are associated with variations in teacher knowledge growth?
REL Southeast team and alliance members presenting at the Florida Literacy Coaches Association Symposium.
School Leader's Literacy Walkthrough for Grades K-3
The objective of this project was to create a tool, in the form of a user-friendly checklist, that will support school leaders as they determine which components of literacy and which aspects of instruction they should observe as they conduct walkthroughs during literacy instruction in K-3 classrooms. The tool is intended for school leaders' use in order to:
- enhance literacy instruction knowledge for both school leaders and K-3 teachers;
- provide an effective way to communicate with K-3 teachers expectations about literacy instruction;
- specify consistent language regarding literacy components and instructional strategies; and
- be the basis of communication and collaboration among school leaders and teachers, which, according to research, can improve student achievement.
This guide is designed to facilitate self-studies of planning and implementation of state-required summer reading camp programs for grade 3 students who scored at the lowest level on the state reading assessment. It provides a template for data collection and guiding questions for discussion that may improve instruction and increase the number of students meeting the grade-level standard by the end of the summer reading camp.
The guide is composed of a scoring guide and consensus rating form. The scoring guide includes guiding questions and potential sources of evidence. After completion of the scoring guide, a facilitator will guide the self-study team through a consensus rating process to come to agreement on the current status of implementation in the district or school and planning for next steps. The content of the scoring guide is based on eight areas that research indicates are important for summer reading camp implementation: teacher effectiveness and qualifications; student selection and enrollment; instructional time; content and instruction; assessment selection and data use; mentoring and/or paraprofessional use; learning environment; and communication with administration, staff, and parents.
American Educational Research Association (AERA) 2015 Annual Meeting
- Facilitating Research in the Research Alliance (PDF)
Dr. Barbara Foorman
Geographical Areas Served
- The University of Alabama
- Florida Department of Education
- Brevard County Schools, Florida
- Florida Literacy Coaches Association
- Florida Reading Association
- Florida State University
- Hillsborough County Schools, Florida
- The Learning Alliance, Indian River County, Florida
- Manatee County Schools, Florida
- Miami-Dade County Schools, Florida
- The Morris Reading Center
- Okeechobee County Schools, Florida
- Panhandle Area Education Consortium
- Putnam County Schools, Florida
- Seminole County Schools, Florida
- Georgia Department of Education
- Mississippi Department of Education
- The University of Mississippi
- North Carolina Department of Public Instruction
- South Carolina Department of Education
- South Carolina Education Oversight Committee