Professional Development for Reading Achievement: Results from the Collaborative Language and Literacy Instruction Project (CLLIP)

Autor/inn/en	Porche, Michelle V.; Pallante, Daniel H.; Snow, Catherine E.
Titel	Professional Development for Reading Achievement: Results from the Collaborative Language and Literacy Instruction Project (CLLIP)
Quelle	In: Elementary School Journal, 112 (2012) 4, S.649-671 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/665008
Schlagwörter	Reading Achievement; Phonemic Awareness; Grade 4; Faculty Development; Reading Instruction; Literacy Education; Mastery Learning; Coaching (Performance); Kindergarten; Elementary School Teachers; Elementary School Students; Comparative Analysis; Rural Schools; Reading Fluency; Vocabulary Development; Educational Change; Individualized Instruction; Small Group Instruction; Program Effectiveness; Teacher Competencies; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Leseleistung; School year 04; 4. Schuljahr; Schuljahr 04; Leseunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Wortschatzarbeit; Bildungsreform; Individualisierender Unterricht; Lehrkunst
Abstract	The Collaborative Language and Literacy Instruction Project (CLLIP) is a model of professional development designed to help teachers incorporate research-based practices of literacy instruction, support mastery, and sustained use of these practices through coaching, and serve as a foundation for whole-school reform efforts. We describe the model, intervention, implementation, and subsequent results from an exploratory study in which we tested student literacy outcomes for kindergartners and fourth graders in the classrooms of CLLIP teachers against a matched comparison group. Exploratory results from a rural cohort of elementary school teachers suggest support for skill building in the alphabetic principle, phonemic awareness, fluency, and vocabulary. We discuss outcomes by reflecting on central program features: CLLIP strengthens teachers' content knowledge and ties that knowledge to subject-specific content for students, has extended duration and support, is tied to state standards, and involves collective participation across a district to advance reform efforts. (Contains 3 figures, 5 tables, and 1 note.) (As Provided).
Anmerkungen	University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10