Learning: Reading
Winning at Reading

A North Carolina elementary school is beating the odds, thanks to a special partnership between teachers and reading researchers.

North Elementary School in Roxboro, North Carolina, isn't the kind of place that would normally catch the eye of a prestigious group of reading research-ers, not to mention educators from five major universities.

"We're one of those overlooked rural places outside of Durham," says fourth grade teacher Blondenia Clayton. "Most of our children get free or reduced lunch, and many come from single-parent homes."

But that doesn't mean spirited work isn't being done, she says. "We have a tremendous desire to help every child learn to read--and a willingness to do just about anything to reach our goal."

And that's precisely why the school was selected for the CIERA Project, a reading achievement project sponsored by the Center for the Improvement of Early Reading Achievement. The project consists of a consortium that includes educators, school districts, and five universities--the University of Michigan, Michigan State University, the University of Southern California, the University of Minnesota, and the University of Georgia. It brings together reading researchers and elementary teachers for an ongoing, real life give-and-take.

Barbara Taylor, a principal investigator for CIERA, says North Elementary was a "perfect" choice for the partnership.

"We knew the entire staff would be ready for the long haul of research and classroom application," she says.

And a long--and gratifying--haul it's been. For the past three years the teachers have attended weekly seminars to talk about the reading strategies they use and learn about strategies others have tried.

"As researchers, we observe and add our comments and resources," says Taylor, "but it's the teacher colleague who provides the insight and experience."

The benefits have been endless, says kindergarten teacher Tiffany Dean. "I've had access to the best approaches to teaching reading, and I knew they were backed by research," she says. She's also been able to share books and ideas and "talk about what works and what doesn't."

Clayton says it's been a true collaboration. "Too often teachers are just told what to do," she says. "Here, we're part of the equation and can say, for example, that the sustained silent reading has been great, but here are some suggestions. We provide feedback not only to the researchers, but to each other, and that's key."

Has the partnership made a difference? These days, test scores are up, and North Elementary was recently recognized for best achievement in the district.

The real proof for Blondenia Clayton, however, lies in her classroom. "One day, a child rushed into my classroom and instead of engaging a classmate in small talk, he went straight to his reading buddy to find out what they were reading next.

"He then went to each one of his classmates to check out what they were reading," she says. "That's the best test result of all."

--Anita Merina

How to...
Work with Reading Research

As a teacher, how can you work best with researchers and the research? Here are a few suggestions.

Don't be intimidated. Researchers need your knowledge and skills, too. Researchers know what works best in a classroom, but how about in your classroom? Work together to plan the right strategies and evaluations. Share your experiences and your concerns as well as your successes.

Make the reading research part of your own professional development. Ongoing professional learning is key to an effective early literacy program. A supportive school and school district should recognize the benefits of regular skill-building sessions

Don't miss the opportunity to offer feedback on the home and community connection. Parents, school, and community leaders can also learn from the researcher's expertise and your experience.

Read the research not only from your school but from others in the project or schools similar to yours. Talk to the researchers about the differences between your project and others and strategies that worked elsewhere. Find out how to create a literacy-rich environment.

Above all, learn from the experience. Listen to your reading expert but trust your knowledge as well.

For more information about CIERA and to order Teaching Every Child to Read and other resources, go to www.ciera.org. To contact reading expert Barbara Taylor, E-mail her at bmtaylor@umn.edu