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Sustaining Research-Based Practices in Reading

A 3-Year Follow-up

University of Miami, jkklingner{at}aol.com

Sharon Vaughn

University of Texas at Austin

Marie Tejero Hughes

University of Miami

Maria Elena Arguelles

Sustaining Effective Practices (STEP) Project

This study examined the extent to which the reading instructional practices learned by a cohort of teachers who participated in an intensive, yearlong professional development experience during the 1994-1995 school year have been sustained and modified over time. Teachers learned three multileveled practices—partner reading, collaborative strategic reading, and making words—that promote gains in reading for students from a wide range of achievement levels. Teachers were observed and interviewed 3 years later to determine the extent to which they continued to implement the practices, the ways in which they modified them, and factors that influenced their sustained use of the practices. With the exception of one teacher, all the teachers sustained one or more of the three practices at a high rate.

Remedial and Special Education, Vol. 20, No. 5, 263-287 (1999)
DOI: 10.1177/074193259902000502


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