As first grade teachers, we might reassure students by saying things like “I can’t tell by looking at you how old you were when you learned to walk or talk. Someday, no one will be able to tell how old you were when you learned to read.” Of course, we say this to discourage them from stressing about how they compare to their peers. But here’s the thing: As teachers, we do know that it’s crucial for kids to learn to read proficiently by 3rd grade. And it’s our job to help them get there. Here’s what research tells us:
- The earlier we identify reading difficulties, the better. It’s most effective to intervene in the primary grades. This is when kids’ brains are especially able to form new pathways related to literacy.
- Kids’ attitudes about themselves as poor readers become harder to shift as they age. Plus, kids who read less fall further and further behind over time.
- The longer we delay intervention, the more difficult it is to help kids catch up, and the more money it costs.
- Whole-class structured, systematic literacy instruction is definitely important for reaching all kids. Small-group intervention in the early grades can also have a big impact for at-risk kids. Bringing struggling readers up to grade level can reduce the number of students who get referred for special education later.
Literacy Lab researchers want to find effective intervention strategies
It’s no secret that a school’s days are packed full and resources are limited. So how can they get the most bang for their early reading intervention buck? Researchers at the University of Maryland (UMD) College of Education Literacy Lab want to learn more about how high-quality, small-group supplemental instruction in 1st grade can improve reading outcomes for kids. They’re studying how using the Reading Mastery curriculum with kids at risk for developing reading disabilities compares to other supplemental reading intervention. The Reading Mastery curriculum is based on the Science of Reading and uses direct, explicit instruction to teach phonemic awareness, phonics, fluency, and comprehension. It aims to build skills one step at a time, with lots of practice to make sure students understand what they’ve been taught before they move ahead.
Inform reading research while helping your students
UMD will enroll up to 120 small-group reading teachers and 600 students across the United States to participate in their randomized control trial. Teachers will participate for one academic year, with the option to continue if they wish.
To participate, your school must:
- Provide supplemental reading intervention to 1st grade students at least three days per week for at least 20-40 minutes.
- Have one or more teachers interested in participating, either as a Reading Mastery instructor or a comparison group instructor. Teachers may teach more than one group.
- The study requires data collection and observations of Reading Mastery and comparison groups.
Interested in signing up? Here’s how it works:
- First, visit the UMD Literacy Lab site and fill out their eligibility form.
- If you’re selected to enroll in the study, UMD will provide free curricular materials, PD, coaching, and support for teachers to deliver reading intervention to small groups of 1st graders.
- Teachers will get a stipend for filling out surveys and helping to collect student data. Schools and a school coordinator will receive an honorarium.
Connecting research and classroom practice benefits everyone
As teachers, we hear reading research mentioned all the time. It isn’t always clear, though, how best to use it to inform our day-to-day work with kids. Participating in a research project like this one gives schools a unique chance to support their students while receiving prime access to materials, coaching, and resources. Plus, you’ll be gathering information that can help other schools in the future.
Visit the UMD Literacy Lab site to find out more and fill out your eligibility form.
