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SERVE Center - The University of North Carolina at Greensboro

Literacy


Why is this topic important?

students reading


Literacy impacts many facets of adolescents' lives. Since 2000, many states, districts, schools, educational-support organizations, and foundations have identified improving adolescent literacy outcomes as a pressing need (Biancarosa & Snow, 2004; Bottoms, 2005; Kamil, 2003; Melzer 2001; National Association of State Boards of Education, 2006). 


 What resources can we suggest?

PDF   Lewis, K., McColskey, W., Anderson, K., Bowling, T., Dufford-Melendez, K., & Wynn, L. (2007). Evidence-Based Decisionmaking: Assessing Reading Across the Curriculum Interventions (Issues & Answers Report, REL-2007-No. 003). Washington, DC: US Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast.

Website  Williamson, J., McMunn, N., & Reagan, H. (2004). Tools for Providing Feedback in Reading: A Reading Assessment Handbook for all Teachers in Grades 3 – 12. Greensboro, NC: SERVE.

PDF EBE Request #69 – Literacy Coaches in High School

PDF  EBE Request #131 - Provide a statewide scan of K–3 literacy initiatives in the Southeast 

PDF  EBE Request #510 - What effective vocabulary enhancing programs are available for 2nd - 5th grade struggling readers? 

Web site icon Stepping Stones to Literacy Website
- Stepping Stones to Literacy is a resource developed by SERVE Center early childhood professionals and others who are interested in literacy development in the early childhood years. It contains information designed to help users understand how literacy develops during the years from birth to kindergarten entry and how caregivers and others can support optimal development. Stepping Stones is comprised of a series of brief articles on topics related to early literacy and child development, practical ideas on how to apply the information in the classroom, and additional resources that interested users can access for more in-depth information.  
  
Web page icon The Effectiveness of a Program to Accelerate Vocabulary Development in Kindergarten (K-PAVE) Study
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Additonal Resources

PDF  C., Salinger, T., and Torgesen, J. (2008). Improving Adolescent Literacy: Effective Classroom and Intervention Practices: A Practice Guide (NCEE #2008-4027). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

PDF  Slavin, R.E., Lake, C., Chambers, B., Cheung, A., & Davis, S. (2009, January). Effective Beginning Reading Programs: A Best Evidence Synthesis. Baltimore, MD: Johns Hopkins University, Center for Data-Driven Reform in Education.

PDF  Slavin, R.E., Cheung, A., Groff, C., and Lake, C. (2008). Effective Reading Programs for Middle and High Schools: A Best Evidence Synthesis. Reading Research Quarterly, 43, 3, 290-322.

PDF  Slavin, R.E., Lake, C., Cheung, A., & Davis, S. (2008, September). Beyond the Basics: Effective Reading Programs for the Upper Elementary Grades. Baltimore, MD: Johns Hopkins University, Center for Data-Driven Reform in Education.

 








View how one teacher introduces kindergarten students to new vocabulary through picture cards, storybook reading, and rich conversations.

View additional video clips.
The Effectiveness of a Program to Accelerate Vocabulary Development in Kindergarten (VOCAB)The Effectiveness of a Program to Accelerate Vocabulary Development in Kindergarten (VOCAB)


Study findings, published in this REL-SE report, showed K-PAVE had a significant positive impact for student's vocabulary development and academic knowledge, as well as, for the classroom instruction outcome of vocabulary and comprehension support.
contact us For more information about this report, please contact Pamela Finney.