This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Google Scholar Articles by Foorman, B. R. Articles by Moats, L. C. Search for Related Content Social Bookmarking                   What's this?

Conditions for Sustaining Research-Based Practices in Early Reading Instruction

Center for Academic and Reading Skills at the University of Texas Health Science Center at Houston, Barbara.R.Foorman{at}uth.tmc.edu

Louisa C. Moats

NICHD Early Interventions Project in Washington, DC

Recent consensus documents are reviewed to define research-based practices in early reading instruction. Examples of professional development that incorporates research-based practices are provided, with particular reference to the Texas Reading Initiative and the authors' research project in Houston and in Washington, DC. Data relating gains in teacher knowledge, ratings of teaching effectiveness, and student achievement are presented. Conditions essential to sustaining and scaling research-based reading instruction are discussed and major obstacles identified.

CiteULike    Connotea    Del.icio.us    Digg    Reddit    Technorati    What's this?

This article has been cited by other articles:

				S. Musti-Rao and G. Cartledge Effects of a Supplemental Early Reading Intervention With At-Risk Urban Learners Topics in Early Childhood Special Education, January 1, 2007; 27(2): 70 - 85. [Abstract] [PDF]

				B. R. Foorman and D. J. Ciancio Screening for Secondary Intervention: Concept and Context J Learn Disabil, December 1, 2005; 38(6): 494 - 499. [Abstract] [PDF]