An Alabama reading program aimed at changing opinions about reading in schools has had the positive, unintended effect of reducing special education referrals. The Alabama Reading Initiative has produced encouraging results among secondary school students, in part because of educators who modified a one-size-fits-all instruction approach to meet individual student needs.
"Teachers, administrators, and other interviewees reported that since implementing ARI, they had observed decreases in discipline problems and fewer referrals for special services," the report noted. "They attributed the changes in these indicators to the less measurable transformation of students' attitudes about and behaviors related to reading, as inspired by ARI."
The Alabama Reading Initiative is mostly a program for elementary students but is offered to students in 135 of about 1,000 middle schools and high schools, state officials say.
"Teachers, administrators, and other interviewees reported that since implementing ARI, they had observed decreases in discipline problems and fewer referrals for special services," the report noted. "They attributed the changes in these indicators to the less measurable transformation of students' attitudes about and behaviors related to reading, as inspired by ARI."
According to an American Institutes for Research review, the program initially was designed in a rigid manner, with "only minor nods toward the subject-matter specialization of secondary teachers."
But the success of the program suggests literacy programs should be created using a flexible model that can be responsive to different content areas, students and school environments.
AIR also said literacy programs should strive to create partnerships between teachers, administrators and schools to achieve a "continuum of reading instruction."
Unique Program
Alabama's initiative began in 1998 as an effort to improve both teaching and learning in a state where many students do not have sufficient reading skills. The 2005 National Assessment of Educational Progress reading test found that only 31 percent of Alabama students in eighth grade were reading at a proficient level.
The Alabama Reading Initiative is unique among other initiatives in the state in that it focuses on secondary education, an overlooked group in literacy programs. Under the plan:
Flexibility key to success
The AIR report credited the success of the program to teachers who made alterations to meet their students' needs.
"Many of the secondary teachers used their initial instructions as a key starting point, but then modified them to reflect their situation and created beneficial results," said Terry Salinger, a chief scientist at AIR and director of the study. "A flexible [literacy] model is important."
The study also suggested literacy programs should work to develop partnerships among teachers, administrators and schools to create a "coherent and well-defined K-12 continuum of reading instruction." Teachers should be provided with resource materials that illustrate a defined progression of literacy development.
Despite the program's promising results, it's not the cure-all, the AIR report noted. "Many students in Alabama's middle and secondary schools are seriously below grade-level expectations in reading and need more than their teachers can offer them, no matter how well teachers integrate Alabama Reading Initiative strategies into their teaching," the report said.
In interviews with teachers and administrators, researchers were told that intervention teachers "are often not well trained, instruction is not monitored, and procedures are insufficient for identifying students who should receive services."
AIR suggested secondary teachers and schools need consistent support from specialized reading staff, and adequate and consistent human resources. They also need to be attentive to local, state, and national policies related to literacy.
The study, Lessons and Recommendations from the Alabama Initiative: Sustaining Focus on Secondary Reading, is available at www.air.org
-Robert Walton