Menu

Archived: School-Wide Efforts articles

Many of our articles dated 2000 and earlier can now be found in this archive.

By: Learning First Alliance (1998)
Schools that promote reading success make first grade count and step in immediately of there's a problem. Read about these and other ways principals can help every child in their schools become a reader.

By: Catherine Snow, Susan Burns, Peg Griffin (1998)
Students with reading difficulties do not seem to need qualitatively different instruction from children who aren't struggling, but certain students may need more intensive support from a reading specialist. This overview of how children with reading difficulties should be served in school includes an argument for schools to employ reading specialists.

By: Catherine Snow, Susan Burns, Peg Griffin (1998)
A school in which students are performing at a much higher (or much lower) level than might be predicted using such standard measures as family SES is often described as an "outlier."

By: Catherine Snow, Susan Burns, Peg Griffin (1998)
There are certain characteristics of groups and individual children that increase their likelihood of struggling with reading. Find out how to use knowledge of these risk factors to help prevent reading problems for these children.

By: Learning First Alliance (1998)
If 40 percent of all third-graders are not reading adequately today, reducing this substantially by the time children being born today reach third grade will be an enormous undertaking.

By: Learning First Alliance (1998)
To become life long readers, children in second grade and up need excellent instruction and experience with a wide variety of engaging texts. Here is a list of recommended areas for reading instruction in second grade and beyond.

By: U.S. Department of Education (1997)
Schools play a pivotal role in helping young children learn how to read. This collection of tips will help administrators, teachers, and other school staff members set children on the path to reading.

By: Adriana de Kanter, Leila Fiester, Andrew Lauland, Valerie Romney (1997)
When schools are community learning centers, their doors don't lock at 3:00 p.m. Learn facts about the importance of and need for extended day and summer programs in schools.

By: Texas Education Agency (1996)
Effective school reading programs in schools share certain characteristics, from sound methods and materials to quality professional development and administrative practices. Learn about eight features of research-based school reading programs.

By: Edys Quellmalz, Patrick M. Shields, Michael S. Knapp (1995)
School reform efforts are successful when all students are challenged to succeed and their teachers are provided meaningful opportunities for growth within the context of a collaborative school culture. Learn more about success school reform in this description of the lessons learned from a national study.

By: Susan De La Paz, Steven Graham (1995)
When schools screen large numbers of students, they may under- or over-identify students with disabilities. Find out how school-based screening can be used effectively.

By: Jennifer Ballen, Oliver Moles (1994)
There are often challenges to creating strong family and school partnerships. Here are tips for schools to face these challenges in order to make parents feel more comfortable and get more involved in their children's education.

"Outside of a dog, a book is a man's best friend. Inside of a dog, it's too dark to read." — Groucho Marx