HILL for Literacy is dedicated to bringing our clients the best and latest in evidence-based literacy practices. As part of our commitment to research, we partner with the some of the premier education research centers in the country.
The HILL works with the University of Oregon’s Center on Teaching and Learning, led by Dr. Ed Kame’enui, as part of our commitment to research. It is the #1 public university for conducting rigorous education research and a center of thought knowledge on best practices. CTL researchers created the nationally recognized assessment: Dynamic-Indicators-Basic-Early-Literacy-Skills (DIBELS) and maintains the national web-based DIBELS database of student scores for 20,000 schools. Their annual Research to Practice Conference disseminates best practices from the nation’s leading experts.
The HILL looks to CTL for guidance and research on best practices and partnership on research projects nationwide. Currently, the HILL is engaged in the IES ROOTS project with CTL, a 4-year trial to test the efficacy of a kindergarten mathematics intervention (ROOTS) for students at-risk in mathematics. The ROOTS intervention is a 50-lesson kindergarten program aligned with Common Core State Standards. It provides in-depth instruction on critical number sense and whole number concepts including counting and cardinality, number and operations, and base 10. Primary aims of the project include testing the impact of the ROOTS program and examining the impact of instructional intensity, manipulated via group size, on student mathematics outcomes.
The HILL also partners with the University of Connecticut’s Center for Behavioral Education & Research (CBER), led by Dr. George Sugai, in conjunction with our work on the statewide Connecticut K-3 Literacy Initiative (CK3LI). The overall goal is to implement a school-wide multi-tiered K-3 reading school improvement model in five chronically underperforming schools.
The initiative is focused on the following objectives: a) institute a comprehensive assessment system, identifying students most at risk for reading difficulties, providing intensive evidence-based small group intervention, b) incorporate comprehensive classroom reading supports for all students including research-based instructional tools and materials, embedded coaching and professional development, data-based decision making, and parent engagement, c) develop the internal capacity, systems, and routines to sustain high quality implementation of the reading model over time, and d) establish a strong demonstration of a fully specified K-3 reading school improvement model that can be scaled up to other schools and districts in CT.
Regression discontinuity analyses indicate that CK3LI students who were identified as experiencing significant reading difficulties and who received small group intensive intervention experienced greater reading growth and achievement than they would have if they had not received intervention. The impact of intensive reading intervention on student reading achievement in CK3LI schools can be characterized as moderate to large, which compares favorably with effects of evidence-based early reading interventions documented in previous research from What Works Clearinghouse.
Recent Research Projects
How Can I Help My Community?
We don’t take the challenge of teaching kids to read lightly: according the 2013 NAEP results, 66% of 4th graders fail to read at grade level each year and we know that we can help them. How? Working with leadership-oriented principals and superintendents, and supported by the highest-quality literacy professionals in the nation, HILL for Literacy helps schools transform into efficient, systemic platforms for literacy excellence. Contact us to find out how we can help your school or district today, or click below to learn more about how you can support our programs in your community!