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A Building-Based Case Study of Evidence-Based Literacy Practices

Implementation, Reading Behavior, and Growth in Reading Fluency, K—4

Juniper Gardens Children's Project, University of Kansas, greenwood{at}ku.edu

Yolanda Tapia

Juniper Gardens Children's Project, University of Kansas

Mary Abbott

Juniper Gardens Children's Project, University of Kansas

Cheryl Walton

Juniper Gardens Children's Project, University of Kansas

This study investigated the multiyear effects of a school-wide implementation of evidence-based literacy practices and a program to prevent early reading failure in one elementary school. Guided by a collaborative partnership/professional development model, the researchers hypothesized that teachers would implement and sustain their use of a range of new evidence-based practices and that these practices would produced accelerated levels and rates of growth in classroom reading behaviors broadly across students and in curriculum-based measurement (CBM) reading fluency. Results over 3 years indicated the following: (a) teachers did implement new evidence-based practices; (b) use of these practices with kindergarten and first-grade cohorts was associated with larger slopes in silent reading in second grade, a common point in time, compared to an older third-grade cohort not exposed to these strategies and to students at risk and with disabilities, who did not differ in their levels of classroom reading behavior; (c) classroom reading behaviors occurred most often in the presence of peer tutors, reading partners, or teacher-led one-on-one, small-group, or independent instructional arrangements as compared to entire group, teacher-led instruction; (d) growth in reading fluency was substantial overall; however, comparison of cohorts' progress at second grade indicated no differences in CBM fluency growth associated with students' differential histories of exposure to evidence-based practices, whereas differences in growth as a function of level of risk were found. Students at high risk progressed more slowly in attaining reading fluency than did typical students and low-risk students. Implications are discussed.

The Journal of Special Education, Vol. 37, No. 2, 95-110 (2003)
DOI: 10.1177/00224669030370020401


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