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Remedial and Special Education
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Evaluating the Impact of a Prevention-Based Model of Reading on Children Who Are At Risk

William D. Bursuck

Department of Teaching and Learning at Northern Illinois University, Bursuck{at}niu.edu

Thomas Smith

Department of Educational Technology, Research, and Assessment at Northern Illinois University

Dennis Munk

Department of Teaching and Learning at Northern Illinois University

Mary Damer

Lisa Mehlig

Rockford Public Schools

Jocelyn Perry

Research and Development, Rockford Public Schools

Large numbers of students are not benefiting from current reading curricula and practices. However, despite the presence of a scientifically validated basis for teaching reading, the nuances of exactly how to translate beginning reading research into day-to-day classroom practice remain to be validated. In this article, beginning literacy outcomes for the instructional practices employed in Project PRIDE are presented. Project PRIDE is a model for preventing reading failure that employs a combination of systematic, explicit instruction in phonemic awareness and phonics with a total classroom reading program; a multitiered teaching approach; data-based decision making; and professional development that includes ongoing, on-site coaching. The effects of 2 years of PRIDE implementation in three inner-city schools in a medium-sized midwestern city are presented, and the implications of these findings for current practice and future research are discussed.

Remedial and Special Education, Vol. 25, No. 5, 303-313 (2004)
DOI: 10.1177/07419325040250050401
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