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April 15, 1997
April 1997
America Reads Challenge
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
1
2
3
4
5
Nat'l Catholic Educ
Amer Assoc School
NSTA Conf in LA
Assoc in MN (4/1-4)
Librarians Conf in OR
(4/3-6)
(4/2-6)
6
7
8
9
10
11
12
Council for Exeptional
NAESP Conf in TX
Children in UT (4/9-
(4/12-16)
13)
NAFEO in DC (4/9-
13)
13 Nat'l Volunteer Week
14
15
16
17
18
19 NetDay '97
AACC Conf in CA
Riley Goals 2000 w/
Nat'l Youth Service
Riley WH Teacher of
Riley TIMSS Event
Riley Teacher's
(4/13-15)
Jeffords in VT
Day
the Year Event
w/ Gov. Carnahan in
Forum in DC
NAESP Conf in TX
Rasco NAESP in TX
Rasco AACC in CA
Riley Specter Hearing
MO
Rasco Parents
(4/13-16)
Riley AAU Conf in
WH Zero-to-Three
Education Advocacy
AAU Conf in DC
DC
Conf. (Riley -??)
Training Center in VA
(4/13-15)
WH Teacher of the
Nat'l Volunteer Week
Year Event
Kickoff Parade in TX
20
21
22
Earth Day
23
24 Take Daughters to Work
25
26
Rasco Nat'l Ctr for
WH AmReads Event
Day
NSBA Conf in CA
Family Lit. In KY
Riley NCES Report
Nat'l Conf of Black
(4/26-29)
Release-remarks
Mayors Annual Mtg
in MO (4/23-27)
27
28
29
30
Presidents' Summit
for Amer's Future in
PA (4/27-29)
April 15, 1997
May 1997
America Reads Challenge
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
1
2
3
Wofford Labor-HHS
Riley NAEP Science
House Approp
Report
Hearing
Riley Garrison Elem
School RWN Awards
4
5
6
7
8
9
10
Int'l Reading Assoc
Council on
Riley Int'l Reading
Conf in GA (5/4-9)
Foundations Conf in
Assoc. in GA
HI
11
12
13
14
15
16
17
Riley School
Riley RWN Kickoff in
Riley RWN Event in
Construction Event in
DC
Boston
Boston
Riley Boston Globe
Symposium on
Literacy in Boston
18
19
20
21
22
23
24
Riley
RWN/Spiderman
Event in NYC
Riley Satellite Town
Mtg re: America
Reads
25
26
27
28
29
30
31
Riley RWN Event in
Riley ED Standards
Denver
Event in San Fran
Riley Speech to W.
Coast College Pres
April 15, 1997
June 1997
America Reads Challenge
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
1
2
3
4
5
6
7
Riley Blue Ribbon
Schools Event in San
Fran -TBD
8
9
10
11
12
13
14
Riley NAEP/TIMMS
Grade 4 Report
15
16
17
18
19
20
21 First Day of Summer
Riley Satellite Town
PTA in KS (6/18-21)
US Conf of Mayors in
Mtg re:Preparing
CA (6/20-25)
Children for Success
22
23
24
25
26
27
28
Amer Library Assoc
Conf in CA (6/26-7/3)
29
30
PTA Conf in CA
NEA Conf in GA
(6/29-7/2)
(6/30-7/5)
Nat'l Community
Service Conf in NY
April 16, 1997
July 1997
America Reads Challenge
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
1
2 Nat'l Literacy Day
3
4 Independence Day
5
PTA Conf in CA
(6/29-7/2)
NEA Conf in GA
(6/30-7/5)
6
7
8
9
10 Nat'l Traci Collins Day
11
12
Educ Commission of
Nat'l Assoc of
the States Annual Mtg
Counties Conf in MD
in RI (7/9-12)
(7/11-15)
13
14
15
16
17
18
19
Riley CASE in DC
20
21
22
23
24
25
26
Nat'l Urban League
in PA (7-26-29)
27
28
29
30
31
Nat'l Gov.s Mtg in
NV (7/27-30)
DENVER
POST
MAR
1
9
1997
reading complete focus
told a crowd of students and adults
before presenting a check at a
The program is not intended for
$100,000 gift
Cherokee Trail Elementary School
those with learning disabilities, but
assembly.
for those who for various reasons
Moore, president of Guaranty
have (allen academically behind.
Bank and Trust in Denver, is a
Program organizers hope that
member of the Douglas County Ed-
the $1 million, plus $2 million in
to help kids
ucation Foundation, which raises
matching funds from the school
private money for special district
district and individual schools, will
programs. He announced the dona-
make the program available at all
tion to the foundation board recent-
the elementary schools for the next
learn to read
17, said board member Steve
five years, said Barb Kimball, a
Scherbeck. Board members almost
program coordinator
fell off their chairs, Scherbeck
District Superintendent Rick
said. "It's a gift from the heart all
O'Connell said Read to Succeed
the way," he added.
costs about $550 per child
By Virginia Grantier
Many of the students who've par-
Special to the Derver Post
Read to Succeed began six years
ticipated might otherwise have
ago at Cherokee Trail and is offer-
DOUGLAS COUNTY The sun shone brightly, the tem-
fallen further behind and ended up
ed regularly there. Otherwise,
perature was in the 70s, but it was Christmas for the Doug-
in special education which is much
though, it's available sporadically
las County school district Tuesday
more expensive. Or some parents
in about half the district's 26 ele-
The district received its biggest private donation ever -
might have resorted to private tu-
mentary schools, depending on
$100,000 - to kick off a $1 million fund-raising drive to
toring, some of which isn't very
money
ing. expand a program for students who are struggling in read-
good, O'Connell said.
Where the program is in place,
It's credited with helping 400 strug-
Denny Reeves' son Jake, a sec-
Castle Rock residents Ron and Carol Moore wanted to
gling readers jump an average of
ond-grader, made such remarkable
help the district kick off the campaign for its Read-to-Suc-
two grade levels.
progress in his reading skills that
ceed program in a substantial way.
Former Cherokee Trail teacher
Reeves donated $1,000 to the pro-
Under the program, one full-time teacher will be as-
Karen Johnson said Read to Suc-
gram, as well.
signed to each district school to provide a half hour of dai-
ceed tutors use normal classroom
Jake's main problem was that he
ly, individual tutoring for 12 weeks to students who have
teaching techniques, but 00 a one-
preferred playing or watching TV
fallen at least a grade level behind in reading. Parents
to-one basis.
to reading, Reeves said.
must read with their students at night
"That's the key element
You
But now, Jake reads for fun.
"We think it's so important to learn to read," Ron Moore
have their undivided attention and
"The school and faculty have
done a fantastic job," Reeves said.
MAR
9
1007
DENVER ROCKY MOUNTAIN NEWS
Couple put money where the mind is
By Shelley Gouzales
Pair kick off drive for funds to aid literacy
tributions will be matched, where
Rocky Mountain News Staff Writer
possible, by the elementary
schools' own fund-raising efforts
ARKER - A Castle Pines
P
couple on Tuesday donated
principals at Cherokee Trail Ele-
attitude was very significant,"
or the district.
$100,000 to jump-start a
mentary School in Parker The
one trainer observed in a second-
"One of the beauties of this
literacy program in Douglas
program caters to pupils in first
grader. "He is almost the opposite
program is that it is so easily
County.
through fifth grades who are
of the quiet, withdrawn and wor-
transferable to other schools."
struggling with reading and don't
ried child be was."
said district spokeswoman Jill
Ron and Carol Moore's gift ini-
qualify for other federal or state
Another described how Jeremy,
Fox. "One of our long-term hopes
tiates a $1 million fund-raising
special education programs.
also in second grade, could read a
is to share this with other dis-
campaign for Read to Succeed, a
The intense, 12-week reading
book tó his class for the first time
tricts because it has been so suc-
tutorial reading program for ele-
program provides one-on-one in-
two weeks before the program
cessful here in Douglas County."
mentary pupils lagging at least a
struction with a reading teacher
ended
Ron Moore is chairman of
year behind their peers.
outside regular classroom activi-
"Now he writes stories!" the
Guaranty Bank & Trust and is
Supported by the Douglas
ties, and nightly follow-up with a
teacher said. "In August, be
majority shareholder of First Na-
County Educational Foundation
parent.
wouldn't even try"
tional Bank of Castle Rock, The
the program can be fully imple-
A recent study of 128 second-
The program has been used in
Links Golf Club and the new
mented over five years, school
and third-graders enrolled in the
other clementary schools, and
Highlands Ranch Golf Club. Car-
district officials said. Ron Moore
program showed dramatic irn-
school district officials hope it will
ol, a reading tutor, is active ir. the
is on the foundation's board.
provements in reading skills. Pro-
be incorporated at all Douglas
community, especially in child and
Formerly called LIT, Read to
ponents also said it boosts self-
County primary schools.
education programs.
Succeed was developed in 1991
esteem and overall academic
All donations go directly to the
The couple have been married
by Mary Jane O'Connell and
success.
program because no administra-
for 44 years, have four grown chil-
Laura Harmon, who served as co-
"The change in Chris and his
tive levies will be assessed. Con-
dren and four grandchildren.
Reads
22
THE WASHINGTON POST
FEBRU ARY 22. 1997
mproving Literacy, a Page at a Time
At D.C. School, Clinton Announces Tutoring Plan, Cites Lesson of "Tortoise'
universities and Trinity College, all
By Debbi Wilgoren
of whom attended yesterday's an-
Washington Post Staff Writer
dren understood that a tortoise was a
nouncement, have pledged to send
President Clinton. combining his
turtle and a hare was a rabbit. Then
nearly 700 more college students to
crusade for national literacy with his
he and his wife took turns reading the
tutor in D.C. schools starting next
newly expressed concern for the na-
words and showing the pictures.
year. About two-thirds of them will
tion's capital. announced new tutoring
The tortoise "was tired, but he
be paid through a new federally
programs yesterday that will be orga-
didn't stop." Hillary Clinton said at the
funded work-study program.
nized by AmeriCorps workers at 18
end of the tale, in which the tortoise
Their efforts were applauded yes-
struggling D.C. schools and staffed by
heats the hare in a race because the
terday by D.C. school Chief Executive
hundreds of university students and
hare stops to take a nap.
Julius W. Becton Jr., who has empha-
volunteers from around the city.
"Have any of you ever tried something
-ized public-private partnerships as
that was really hard to do? How about
the ke. to improving city schools.
"One of our goals has to be to make
sure every 8-year-old in this country can
reading? You just have to keep practicing
"We can no longer afford (1) sit on
over and over again. and not go to sleep,
the sidelines saying our problems
read a book on his or her own-and er.
ery 8-year-old in this school. and every
when you are learning to read."
can't be solved," Becton said. "Con-
President Clinton repeated the
cerned citizens can and will make a
8-year-old in this city." Clinton said dur-
ing a speech at Garrison Elementary
theme during his speech in the school
protound and lasting difference for
School in Northwest Washington's Shaw
cafeteria, which doubles as an audito-
our children."
neighborhood. "To truly renew our capi-
num and gymnasium.
But Garrison, a cheerful. well-run
tal city. we clearly have to start with our
"We're plotting out a race here for
school, is a textbook example of how
children."
a tortoise. not a hare." he said of the
complicated improving student per-
Clinton and his wife. Hillary Rod-
tutoring initiatives he is launching in
formance can be. The school is an
the District and across the country.
early-childhood learning model for
ham Clinton. spent about 90 minutes
"This is not going to be done over-
the city, employing innovative teach-
at Garrison. one of 18 elementary
night. Children are not built in a day.
ing approaches lauded by experts
schools the District has targeted for
But it is a very important start."
across the country.
special assistance because its stan-
The District version of Clinton's
Its teachers have been recognized
dardized test scores have been SO low
"America Reads" program has three
as caring and talented. Students are
in recent years.
components: AmeriCorps-organized
tutored and mentored by volunteers
The visit began in Stephanie Early
tutoring after school for first- and sec-
from Metropolitan Baptist Church.
Abney's brightly decorated first-grade
ond-graders; Saturday tutorials for
the Department of Education and An-
classroom. where letter combinations
third- and sixth-graders; and family
derson Consulting. Those who partici-
("ch." "th") are written on construc-
resource centers where parents can
pate in an after-school baseball league
tion paper mobiles along with the
improve their own reading skills.
receive additional academic help. But
"hopes and dreams" of students ("I
D.C. school officials said the tuto-
Garrison's test scores lag below even
wish that people would get along with
rials for students, which began this
the city average, which itself is below
each other." "that I can learn how to
week at Garrison, will be in place at
the national norm. In 1995. the
read a book and color and write").
all 18 targeted schools next month.
school's third-graders scored in the
Sitting on folding metal chairte and
The family resource centers will
bottom 25 percent of a national stan-
surrounded by Abney, 19 rapt young-
start next fall.
dardized test in reading-a 17-point
sters, an assistant teacher. and two
The two members of the national
drop from 1994.
classroom volunteers. the Clintons
service program AmeriCorps who
Abney, a highly regarded teacher,
greeted the students and were handed
are working at Garrison said they
said all but seven of her 20 first-grad-
two classroom copies of the classic fa-
have recruited about 50 tutors-
ers are already reading-and four
ble "The Tortoise and the Hare."
workers from the government and
youngsters are ahead of their grade
The president made sure the chil-
private sectors, college students and
level. She said her biggest struggle is
senior citizens-but that more are
helping those students whose parents
sorely needed.
cannot or do not to read to them at
"A lot of people think that they
home and who therefore arrive in first
may be too busy to tutor," said Tara
West, 25, from Akron, Ohio. "But
grade unable to recognize letters or
then, once they see the faces of the
link letters and sounds. "The ones who.
students, they think they have all the
do very well are usually the ones who
time in the world."
get a lot of home support." Abney said:
The presidents of American,
"And that's why it's so important to
Catholic, Gallaudet, Georgetown,
have these tutors. because they're fill-
George Washington and Howard
ing in that gap."
APR. 4. 1997
8:40PM
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U.S.
Page 1
Carin to cand
Jusin
mid
an
EVIDENCE THAT TUTORING WORKS
B.L Shiriam
INTRODUCTION
Research has consistently shown that well-designed tutoring programs that use volunteers
and other nonprofessionals as tutors can be effective in improving children's reading skills.
Students with below-average reading skills who are tutored by volunteers post significant gains in
reading skills when compared with similar students who do not receive tutoring from a
high-quality tutoring program. Students who are tutored (henceforth "tutees") and tutors, in the
case of peer or cross-age tutors, often demonstrate higher self-esteem and positive dispositions
toward school. Among the features of tutoring programs associated with the most positive
outcomes are extensive training for tutors, formal time commitments by tutors, structured
tutoring sessions, careful monitoring of tutoring services, and close relationships between
classroom instruction and curriculum and the tutoring services provided. Students with severe
learning disabilities require special tutoring services, which can be provided by nonprofessionals
under careful supervision.
WHAT THE RESEARCH SHOWS ABOUT TUTORING
Tutoring programs that incorporate research-based elements produce
improvements in reading achievement.
A meta-analysis-conducted by Cohen, Kulik and Kulik-of 65 published studies that
used rigorous evaluation methods to evaluate high-quality tutoring programs found
positive, though modest, achievement effects across all of the studies. [Cohen, P.A., Kulik,
J.A., & Kulik C.L.C. (1982). Educational outcomes of tutoring: A meta-analysis of findings. American
Educational Research Journal, 19. 237-248.]
A British tutoring program involving 2,372 elementary and junior high students who were
tutored by trained parents and peers for an average of 8.6 weeks improved their reading
comprehension 4.4 times the normal rate and word recognition 3,3 times the normal rate.
Four months after the end of tutoring, the average tutee was still improving at twice the
normal rate in both comprehension and word recognition. [Topping, K. & Whitley, M. (1990).
Participant evaluation of parent-tutored and peer-tutored projects in reading. Educational Research, 32(1),
14-32.]
Two tutoring programs in Dade County, Florida, that trained cross-age and adult
volunteer tutors to work with elementary school students found that tutees outperformed
a randomly-assigned control group of students who were not tutored. [Madden, N.A., &
Slavin, RE (1989). Effective pullout programs for students at risk In Effective Programs for Students At
Risk RE Slavin, N.L. Karweit, and N.A. Madden, eds. Boston: Allyn and Bacon.]
An after-school tutoring program in which low-achieving second and third graders were
tutored one hour, twice each week, by universitiy students, retirees, and suburban mothers
also generated strong improvements in the tutees' reading skills. Two reading specialists
APR.
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8:40PM
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selected the children for tutoring, recruited and trained the tutors, and moitored the
tutoring sessions. In each of two years, the tutored group outperformed a closely matched
comparison group on word recognition, passage reading accuracy, and spelling. Fifty
percent of the tutored children made a full year's gain in reading while only 20% of the
comparison group children did. [Morris, D., Shaw, B., & Perney, J. (1990, November). Helping low
readers in Grades 2 and 3: An after-school voluneer tutoring program. Elementary School Journal, 91,
133-1501.
Other studies have shown that carefully crafted peer, cross-age, and adult tutoring services
can improve reading achievement among disadvantaged, mildly disabled, and
limited-English-proficien students. [Bender, D.S., Giovanis, G., & Mazzoni, M. (1994). After-school
tutoring program. Paper presented at the Annual Conference of the National Middle School Association;
Warger, C.L. (1991). Peer tutoring: When working together is better than working alone. Reston, VA:
Council for Exceptional Children.
Tutoring can also lead to improvements in self-confidence about reading, increased
motivation for reading, and behavior, both among tutees and peer or cross-age
tutors.
The Partners for Valued Youth employed at-risk, limited-English-proficien middle school
students to tutor low-achieving elementary schools students for four hours every week.
After participating in the program, tutors had lower dropout and absentee rates, and
higher self-concept scores than a randomly selected control group. Tutees also
experienced improved reading scores, lower absentee rates, and fewer disciplinary
referrals. [Robledo, M. del R (1990). Partners for valued youth: Dropout prevention strategies for at-risk
language minority students. Washington, DC: US Department of Education.]
Surveys of targeted groups of students who are tutored in reading, have shown positive
outcomes for students' self confidence as readers, their motivation to read, and their views
of their control over their reading abilities. [Lepper, M.R., & Chabay, R.W. (1988).
Socializing the intelligent tutor: Bringing empathy to computer tutors. New York:
Springer-Verlag: Topping, K., & Whitely, M. (1990). Participant evaluation of
parent-tutored and peer-tutored projects in reading. Educational Research, 32(1), 14-32;
Merrill, D.C., e 1 al. (1995). Tutoring: Guided learning by doing. Cognition and
Instruction, 13(3), 315-372.]
Researchers who have examined multiple tutoring programs generally agree on the factors
that generate the most consistent positive academic outcomes for tutees. These include:
Tutor-training
Tutees whose tutors who participated in on-going, intensive training throughout their
APR. 4.1997
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participation in a Dade County tutoring program outperformed tutees whose tutors did
not complete the on-going training sessions. (Wasik, B. A., & Slavin, R E (1993). Preventing early
reading failure with one-to-one tutoring: A review of five programs. Reading Research Quarterly, pp.
179-200.]
A review of college-based tutoring programs that recruit college students to tutor younger
children concluded that tutor training was a key to project success. [Reisner, E.R., Petry, C.A.,
& Armitage, M. (1990). A review of programs involving college students as tutors or mentors in grades
K-12. Washington, DC: US Department of Education.]
The importance of tutor training is reinforced by several other studies, which provide
specific advice on the types of training that yield the best results. Jenkins & Jenkins
(1985) point to the importance of training in interpersonal skills so tutors do not become
impatient with tutees. Warger (1991) says training should include strategies for
reinforcing correct responses and properly correcting incorrect responses. [Jenkins, J. R, &
Jenkins, L. M. Making peer tutoring work (1987, March). Educational Leadership. PP. 64-68; Warger, C.
L. (1991). Peer tutoring: When working together is better than working alone. Reston, VA: Council for
Exceptional Children.
Well-structured tutoring sessions in which the content and delivery of instruction is
carefully scripted.
In a study of the use of tutorial scripts in teaching mathematics, McArthur found that the
most successful tutors often have well-rehearsed scripts for responding to student errors.
The results are general enough to apply to reading also. [McArthur, D., Stasz, C., & Zmuidzinas.
M. (1990). Tutoring techniques in algebra. Cognition and Instruction. 7. 197-244.]
In their meta-analysis, Cohen, Kulik, and Kulik found that structured programs
demonstrated higher achievement gains than unstructured programs. Wasik and Slavin
(1993) reached similar conclusions when they examined five successful tutoring programs.
[Cohen. P.A., Kulik. J.A., & Kulik C.L.C. (1982). Educational outcomes of tutoring: A meta-analysis of
findings. American Educational Research Journal. 19. 237-248; Wasik, B. A., & Slavin, R E (1993,
Spring). Preventing early reading failure with one-to-one tutoring: A review of five programs. Reading
Research Quarterly, pp. 179-200. J
Close coordination with the classroom or reading teacher is essential.
When tutoring is coordinated with good classroom reading practices, students perform
better than when tutoring is unrelated to classroom instruction. [Venezky, R. L., & Jain. R.
(1996). Tutoring for reading improvement: A background paper; Reisner, Petry. & Armitage, 1990; Jenkins
& Jenkins, 1987).
Careful monitoring and reinforcement of progress
A recent study of tutoring for 30 first grade children at risk in reading-conducted by
Juel-reported that successful tutor-tutee relationships were characterized by (a) strong
APR. 4.1997
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reinforcement of progress, (b) a high number of reading and writing experiences in which
the student moved from being fully supported to working independently, and (c) explicit
demonstration of appropriate reading and writing processes. [Juel, C. (1996). What makes
literacy tutoring effective? Reading Research Quarterly, 31(3). 268-289.]
Frequent and regular tutoring sessions, at least 3-5 days a week for 10-30 minutes
daily [Brailsford, A. (1991). Paired Reading: Positive reading practice. Kelowna, British Columbia:
Filmwest Associates 1991; Warger, 1991; Robledo, 1990; Jenkins & Jenidns, 1985]
Specially designed interventions for the 17-20 percent of children with severe
reading difficulties.
Kameenui, Adams, and Lyon (1996) identified the most important strategies for
improving early reading instruction and learning - - create appreciation of the
written work, develop awareness of printed language and the writing system, teach
the alphabet, develop student's phonological awareness, develop phonemic
awareness, teach the relation of sounds and letters, teach children how to sound
out words, teach children to spell words, and help children develop fluent,
reflective reading. Trained volunteers under careful supervision from reading or
resource teachers have proven to be effective instructors for learning disabled and
handicapped students [Azcoitia, 1989; Madden & Slavin, 1989]
043012AI.WPD
Page 1
Weekly Cabinet Report
America Reads Challenge
Week of April 28, 1997
LEGISLATION
On Monday, we transmitted the legislation to Congress. On Tuesday, Kennedy introduced it on
the Senate side with the following original cosponsors (as of 4/29): Mikulski, Murray, Daschle,
Dodd, Levin, Glenn, Inouye, Cleland, Wellstone, Kerry, Sarbanes and Reid. The House bill will
likely be introduced on Wednesday.
On Monday, Carol Rasco and Susan Frost held a briefing with education associations and
organizations to inform them we transmitted the bill, brief them on the bill, and provide to them
summary documents and the actual legislation.
On Monday, America Reads staff delivered packages of the updated briefing materials to
Department of Education staff. Many offices are also sending the updated materials to their
constituent lists.
FEDERAL WORK STUDY: As of April 28, 166 college and university presidents have
committed to join the America Reads Honor Roll.
This week Carol Rasco mailed a letter to the 166 institutions who have accepted the America
Reads Challenge thanking them for their involvement and providing them with information to get
their programs up and running. Some of the information includes: notification that the FWS
Handbook will be mailed in the next few weeks, models from other campuses, the listing of other
institutions who have signed on, WEB listing resources, and staff contacts both at US.
Department of Education, Corporation for National Service and San Francisco State University.
OUTREACH
This Week
On Monday, April 28, Carol Rasco and Susan Frost briefed outside groups on the America Reads
legislation.
On Tuesday, April 29, Carol addressed the Western Association of Student Financial Aid
Administrators national conference in San Francisco. She also addressed the annual business
session and conducted a concurrent session on Federal Work Study.
On April 30, Carol delivered the keynote address at a ceremony at Arkansas Children's Hospital at
which time the Jones Foundation of Springdale endowed chairs in the names of Dr. Betty Lowe
and Dr. Pat Casey.
On April 30, Carol met with Pat Lile of the Arkansas Community Foundation to discuss America
043012AI.WPD
Page 2
Reads and potential activities in Arkansas.
On May 2, Carol participate in ReadAloud at P.S. 107 in Flushing, Queens.
On May 2, Carol visited the Middle Country Public Library in Centereach, Long Island, called
"The Family Place," a national parent-child development program model at the Middle Country
Public Library. She also visited the Brooklyn Public Library. Both libraries are part of an effort
by Libraries of the Future to transform libraries into places that address a wider range of
community and family needs; for example, meeting the needs of the children who come after
school to be safe and do homework.
On May 4, Carol will address the National Council of Jewish Women Board of Directors.
Next Week (Week of May 5)
On Monday and Tuesday, Carol will make a presentation on Federal Work Study and a
presentation on the America Reads Challenge at the International Reading Association conference
in Atlanta.
On Friday, Carol will make remarks to the Institute for Educational Leadership Communications
Executive Group in Washington.
On Friday, Carol will make remarks to the National Association of Educational Progress (NAEP)
Governing Board in Washington.
Carol will meet with other organizations, including: religious leaders supporting America Reads,
publishing-related organizations and companies planning to support America Reads, the
Children's Literacy Initiative, New American Schools, and others.
MEDIA
This Week
Carol was interviewed by Claudio Sanchez, education reporter for National Public Radio, on
Wednesday, April 30.
Carol was interviewed by Brian Kuebler, reporter with the University of Maryland, College Park
campus, on Thursday, May 1, re: their sign-on to FWS America Reads Challenge.
Next Week
On Tuesday May 6, Carol will also appear on CNN on Susan Rook's Talk Back Live following
her participation in the IRA conference.
21
Education Week, February 26, 1997, page 1
Effectiveness of Clinton Reading Plan Questioned
By Kathleen Kennedy Manzo and Joetta L. Sack
Washington
At first glance, educators say, it is a
the proposal-$2.75 billion to recruit
partners" who would read with
grand plan: Mobilize a "citizen army"
and train 30,000 reading specialists
children, rather than provide
of college students, parents, senior
and 1 million volunteers.
instruction. Classroom teachers would
citizens, and other do-gooders, and
"It is analogous to President
refer children to the tutors, said Ms.
march them into schools around the
Kennedy's pledge to put a man on the
Rasco, who will oversee America
nation to help all children read by the
moon," Robert E. Slavin, a leading
Reads.
end of 3rd grade.
reading researcher at Johns Hopkins
Bella Rosenberg, the assistant to the
And few disagree that President
University in Baltimore and a creator
president of the American Federation
Clinton's America Reads Challenge,
of the Success for All reading program,
of Teachers, said that too many
which he promoted in his State of the
said last week. That proposal excited a
existing federal literacy programs don't
Union Address and again highlighted
nation to attain what many thought
serve their purpose, and that many
at a visit to an elementary school here
was unattainable, and President
don't address children's problems at all.
last week. is a bold attempt to address
Clinton's plan has the potential to do
America Reads, Ms. Rosenberg
one of the critical problems in
the same for bringing students' reading
said, is just what is needed to put
American education. With 40 percent
skills up to par. Mr. Slavin said.
children with less severe problems
of the nation's 4th graders overall-and
Although Mr. Clinton's proposal
"over the hump."
much higher proportions of minority
would boost community involvement
AmeriCorps at the Core
and disadvantaged students-reading
in education and infuse new life into
Even though Mr. Clinton tirst
below the basic level set by a national
existing tutoring programs, researchers
proposed the program last August as
assessment, the challenge is huge.
and reading experts doubt that America
part of his re-election campaign, the
But as excited as educators are by
Reads can offer the comprehensive
details are still being hashed out. They
the plan to launch a national crusade to
approach that is necessary.
will be written into legislation that the
stamp out the reading problems of U.S.
"You really have to be cautious
administration will send to Congress in
children, many are questioning the
about using volunteers. If these
the next few months, Ms. Rasco said.
initiative's prospects for success.
children are not learning to read easily,
Democrats. who are in the minority
Nor are they the only skeptics. Some
I don't know how untrained people can
on Capitol Hill, are confident that they
Republican lawmakers, while
be expected to do it better," said Judith
can mobilize enough public support to
acknowledging that the reading crisis is
R. Birsh, an adjunct assistant professor
get a bill passed. "I find it hard to
all too real. have nonetheless dismissed
and master-teacher trainer at Teachers
believe that Congress is not going to
the president's plan as a duplication of
College. Columbia University.
want to put some resources into a goal
existing programs. So far. the GOP has
Ms. Birsh is joined by others who
that has such bipartisan support," said
identified 14 federal programs and
say that the task of teaching reading is
Harris L. Wotford Jr., the director of
numerous private-sector ones that
a sophisticated one and best attempted
AmeriCorps and a former U.S. senator.
already promote literacy.
by those with an understanding of
AmeriCorps. the federal program
Finally, the plan has some people
language and how children learn to
that offers young people college-tuition
wondering where the elementary
read.
aid in return for community service,
schools fit in and, perhaps more
Also coloring the issue is the
plans to mobilize volunteers this
important, why all of these programs
ongoing debate over whether phonics
summer and set up local programs, Mr.
are necessary when the schools'
or whole language is the best method
Wofford said.
foremost mission is to teach children
of teaching reading, although most
At the core of the initiative are
how to read.
researchers say a combined approach
11,000 AmeriCorps members who will
"If children at the end of 3rd grade
works best.
be targeted to recruit and coordinate
can't read, then we have to examine
Some say the money would be
local volunteers.
what went wrong before we start
better spent on better training for
Administration officials expect to
talking about new programs and more
teachers in beginning-reading
attract another 100,000 volunteers
money," Rep. Bill Goodling, R-Pa., the
strategies. They also suggest directing
from college work-study programs.
chairman of the House Education and
more resources toward teacher
Leaders of Campus Compact, the arm
the Workforce Committee, said at a
professional development in reading
of the Denver-based Education
recent press conference.
instruction or toward existing federal
Commission of the States that
"What we are discovering isn't that
programs that address reading
promotes community service in higher
we don't have enough programs." said
deficiencies, such as Title I.
education, recently urged more than
Mr. Goodling, a former teacher and
But Carol Hampton Rasco, a senior
500 college presidents to set aside part
principal, "but the problem is many of
adviser to Secretary of Education
of their federal work-study money for
those programs don't work."
Richard W. Riley, said that the
America Reads.
A Sophisticated Task
program would be closely tied to
Almost universally, educators and
children's regular classes and that the
-more-
policymakers note the sheer scope of
tutors would serve as "learning
Reading cont.
Volunteers don't have a clue what to
to identify a disability, making it
More than $1.5 billion in new
do." Ms. Invernizzi said. "Many think
essential that tutors work closely with
funding would provide atter-school
that if you read Grimm's Fairy Tales to
classroom teachers.
reading specialists to train and
them, the children will learn to read."
The National Academy of Sciences
supervise tutors. They would provide
States would be responsible for
is hoping to address the research
individualized instruction in
evaluating the programs that receive
deficit. A committee of the academy is
atter-school, weekend, and summer
money through America Reads and for
conducting a study of reading
programs for about 3 million children
determining which ones are effective.
programs around the country in the
in kindergarten through 3rd grade who
Experts caution that even though
hope of isolating the elements that
want and need extra help.
many programs report positive
make programs effective. One part of
An additional $300 million in
outcomes for participating students,
the study will focus on volunteer
challenge grants would be awarded
there are few reliable data to prove
tutoring programs. said M. Susan
over five years to programs that
these claims. Evaluating which
Burns, the director of the study.
involve parents in their children's
programs will offer the best
Sponsored by the Department of
reading development.
investments could be tricky, they say.
Education and the National Institutes
The plan also calls for the expansion
"There isn't much information about
of Child Health and Human
of Head Start, Title I. and Even Start,
one-on-one tutoring, and certainly
Development, the study is expected out
federal programs aimed at
there is very little research about
late this year. But if Mr. Clinton's
disadvantaged children, to strengthen
effective tutoring and less-effective
initiative proceeds as swiftly as he
the teaching of reading in schools.
tutoring," said Gerald E. Sroute. the
would like, the data are unlikely to
Moreover, Secretary Riley promised
director of government and
provide guidance in the early stages.
in his State of American Education
professional liaison for the American
Planning such a far-reaching
Address last week to "work with
Educational Research Association.
program in the absence of more
religious leaders from across the
based here. "We believe this program
abundant research has left many
country to rally tens of thousands of
is moving in the right direction, but
experts full of doubts.
volunteers to this national effort."
there has got to be a good deal more
"I wish it had been called the
What Works?
research and development for these
America Tutors initiative," Mr. Slavin
Observers agree that recruiting I
programs."
of Johns Hopkins said. "But if you are
million volunteers, difficult thought it
More Than Training
creating the expectation that all
may be. is not the most daunting task.
The challenges do not end with
children are going to learn to read
The troops can be rallied through the
training, however. Although some of
through the use of tutors, it's just not
expansion of existing programs and
the participants in the America Reads
going to happen."
from AmenCorps. college campuses.
program will be paid, most will not-a
and local communities, they maintain.
situation likely to create variations in
Preparing those volunteers is another
the time and effort people are willing
matter.
to commit to the project. Reading
"The use of tutors is fantastic as
experts also say it is impossible to hold
long as they get the training. That IS
volunteers accountable for the
where they will succeed or fail," said
improvement of their students.
Miriam Y. Westheimer, the executive
"A lot of kids this program IS aimed
director of HIPPY USA. the Home
at, especially those in the lower 25
Instruction Program for Preschool
percent, are extremely disadvantaged.
Youngsters, a New York City-based
They have no book experience; they
early-childhood enrichment program.
don't know their alphabet," Ms. Wasik
But research on which training
said. "It seems very difficult to believe
methods work and which don't is
that those kinds of disadvantages can
limited. A 1993 study by Mr. Slavin
be ameliorated by a tutor who comes in
and Barbara A. Wasik, also a Johns
twice a week."
Hopkins researcher, found that
Even teachers in the Success for All,
programs deploying certified teachers
an early-intervention reading program.
showed greater improvements in
who are trained and certified, have
student reading achievement than
difficulty assisting such children, she
those using paraprofessionals.
said.
Ongoing training and supervision
Some educators are also concerned
are the vital elements, said Marcia A.
that volunteers will not be equipped to
Invemizzi, who runs the Book Buddies
deal with children who have learning
program with colleague Connie Juel.
disabilities.
The Charlottesville, Va.-based
"We want to make sure the people
program uses doctoral students who
coming into schools are
serve as paid, part-time supervisors to
well-qualified." Sally N. McConnell,
school-based volunteers. The
the government relations director of
supervisors provide initial training,
the National Association of Elementary
lesson plans, instructional materials,
School Principals, said.
and continuing guidance to ensure that
Dale Lestina, the chief lobbyist for
tutors are meeting students' needs.
the National Education Association,
worries that volunteers will be unable
"The supervisor is critical.