Enhanced Core Reading Instruction WorkshopNEW 2-Day Course Offered Exclusively by the HILL!
Enhanced Core Reading Instruction will enhance your current core reading program to achieve more favorable outcomes for your students, especially struggling students.
Learn More About Enhanced Core Reading Instruction
- Enhanced Core Reading Instruction has a positive effect on Tier 1 teachers’ quality of explicit instruction and the accuracy of group practice opportunities (Nelson-Walker, Fien, Kosty, Smolkowski, Smith, & Baker, In Press).
- Enhanced Core Reading Instruction “closes the gap” for at-risk readers. Statistically significant accelerated growth for first grade students assigned to Enhanced Core Reading Instruction Tier 2 occurred on comprehensive measures of total reading achievement, word reading and reading comprehension (Baker et al., in preparation).
Enhanced Core Reading Instruction in the Classroom
Research & Articles on Enhanced Core Reading Instruction
The HILL’s workshop comes out of our longstanding partnership with the Center on Teaching and Learning (CTL). The following is some additional information on the research behind Enhanced Core Reading Instruction conducted by CTL.
- National Center on Intensive Intervention page on Enhanced Core Reading Instruction
- Baker, S. K., Fien, H., & Baker, D. L. (2010). Robust reading instruction in the early grades: Conceptual and practical issues in the integration and evaluation of tier 1 and tier 2 instructional supports. Focus on Exceptional Children, 42, 1–20.
- Baker, S. K., Smolkowski, K., Chaparro, E. A., Fien, F., & Smith, J. (2013). Closing the gap in reading achievement: Using regression discontinuity to test the impact of a tiered system of reading instruction and intervention. Journal of Research on Educational Effectiveness.
- Fien, H., Smith, J., Smolkowksi, K., Baker, S. K., Nelson-Walker, N. J., & Chaparro, E. (in press). An examination of the efficacy of a multi-tiered intervention on early reading outcomes for first grade students at risk for reading difficulties. Journal of Learning Disabilities.
- Nelson-Walker, N. J., Fien, H., Kosty, D. B., Smolkowski, K., Smith, J. L. M., & Baker, S. K. (2013).Evaluating the effects of a systemic intervention on first-grade teachers’ explicit reading instruction.Learning Disability Quarterly, 36(4) 215-230.
- Smith, J. L. M, Nelson-Walker, N. J., Fien, H., Smolkowski, K., & Baker, S. K. (2013). Efficacy of a multi-tiered reading intervention in first grade and predictors of differential response: A clustered, randomized controlled trial. Elementary School Journal.
Meet Your Instructors
Connecticut K-3 Literacy Initiative (CK3LI)
HILL for Literacy is a partner in the Connecticut K-3 Literacy Initiative (CK3LI) funded through legislation developed by General Assembly’s Black and Puerto Rican Caucus to train teachers and administrators in the best research-based literacy practices and address the state’s achievement gap – one of the worst in the country – from the earliest grades. We participated in the pilot study and in SY 14-15 we brought our literacy leadership training to many districts across the state. The initiative began in 2012 and participating schools are already seeing tremendous growth in their scores.