As first-grade educators, we often comfort our students with phrases like, “I can’t tell how old you were when you learned to walk or talk just by looking at you. One day, no one will know how old you were when you learned to read.” The intention behind these reassurances is to alleviate the pressure they may feel when comparing themselves to their peers. However, we understand the vital importance of proficient reading skills by the third grade. It’s our responsibility to guide them on this journey. Here’s what research indicates:
- Identifying reading challenges early is crucial. The most effective interventions happen during the primary grades, a time when children’s brains are particularly receptive to forming new literacy pathways.
- As children grow, their self-perceptions as struggling readers can solidify, making it increasingly difficult to change their attitudes. Moreover, children who read less tend to fall further behind over time.
- Delaying intervention exacerbates the challenge of helping children catch up, ultimately increasing the financial costs associated with remediation.
- Structured, systematic whole-class literacy instruction is essential for reaching all learners. Additionally, targeted small-group interventions in early grades can significantly affect at-risk students. Elevating struggling readers to grade level can also reduce the number of students referred for special education services later on.
Researchers at Literacy Lab Seek Effective Intervention Strategies
With packed school schedules and limited resources, how can schools maximize their early reading interventions? The researchers at the University of Maryland (UMD) College of Education Literacy Lab are examining how high-quality, small-group supplemental instruction in first grade can enhance reading outcomes. Their study focuses on comparing the Reading Mastery curriculum with other supplemental reading interventions for students at risk of developing reading disabilities. The Reading Mastery curriculum is grounded in the Science of Reading, employing direct and explicit instruction to teach phonemic awareness, phonics, fluency, and comprehension. It is designed to build skills incrementally, ensuring that students grasp each concept before progressing.
Contribute to Reading Research While Supporting Your Students
UMD plans to enroll up to 120 small-group reading teachers and 600 students nationwide for their randomized control trial. Teachers will engage for one academic year, with the option to extend their participation if desired.
To be part of this initiative, your school must meet the following criteria:
- Offer supplemental reading intervention to first-grade students at least three days a week for a minimum of 20-40 minutes.
- Have one or more teachers willing to participate, either as Reading Mastery instructors or as part of a comparison group. Teachers may instruct multiple groups.
- The study will require data collection and observations of both the Reading Mastery and comparison groups.
Interested in enrolling? Here’s the process:
- First, visit the UMD Literacy Lab site and complete their eligibility form.
- If selected for the study, UMD will provide free curricular materials, professional development, coaching, and support for teachers delivering reading intervention to small groups of first graders.
- Teachers will receive a stipend for completing surveys and assisting in the collection of student data. Additionally, schools and a designated school coordinator will receive an honorarium.
Bridging Research and Classroom Practice Benefits Everyone
As educators, we frequently hear references to reading research. However, it’s not always clear how to integrate this knowledge into our everyday teaching practices. Participating in a research project like this offers schools a unique opportunity to bolster student support while gaining access to valuable materials, coaching, and resources. Furthermore, the data collected will aid other schools in the future.
For more information and to complete your eligibility form, visit the UMD Literacy Lab site.
