Enhanced Core Reading Instruction Workshop

NEW 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.

This new 2-Day workshop is offered exclusively by the HILL. The workshop will overview Enhanced Core Reading Instruction, a multi-tiered program featuring a series of teaching routines designed to increase the effectiveness of reading instruction in grades K-2. The routines, detailed in professional development books, are used to enhance ANY core reading program. Enhanced Core Reading Instruction also offers materials that may be used with specific core reading programs including Journeys Common Core 2014, Journeys 2011, Reading Street Common Core 2013, and Reading Street 2011. These materials are for both Tier 1 enhancement and Tier 2 intervention. Unlike many Tier 2 intervention programs, the Enhanced Core Reading Instruction materials are highly aligned with the core reading program. The Tier 2 intervention pre-teaches the content of the core reading program to increase students’ success and confidence during Tier 1 instruction. Developed by researchers at the Center on Teaching and Learning, Enhanced Core Reading Instruction has been rigorously studied in nearly 50 elementary schools with hundreds of classrooms, and thousands of students. High-quality studies have demonstrated substantive improvements in the reading achievement of at-risk first-grades. Enhanced Core Reading Instruction materials are available on the CTL Marketplace.

Upcoming Workshops

None at this time.

Bring Enhanced Core Reading Instruction to Your District

The HILL’s Enhanced Core Reading Instruction Workshop is scheduled periodically in our offices. We can also bring the course directly to your school or district. Please send your contact information and questions to info@HILLforLiteracy.org

Learn More About Enhanced Core Reading Instruction

Research-Based Practices
Rigorous evaluations of the Enhanced Core Reading Instruction multi-tiered intervention have demonstrated statistically significant and substantive impacts on the reading achievement of at-risk readers in first grade (Fien et al., 2013; Smith et al., 2013). For example, in a cluster randomized controlled trial (schools randomly assigned to treatment or control conditions), Smith et al. examined the full sample of schools implementing one year of Enhanced Core Reading Instruction (44 schools), and found statistically significant differences favoring the treatment condition for fall- to-winter gains in decoding and oral reading fluency (effect sizes ranging from .21 to .30) and fall-to- spring gains in word reading (effect sizes ranged from .24 to .32). Smith et al. also demonstrated a marginally significant and potentially positive effect on fall-to-spring oral reading fluency gains (effect size of .24). These results are commensurate with results of a study by Fien et al., which included a sub-sample of schools representing the first cohort of the study (16 schools). Although not replicated in the full sample of schools, Fien et al. also found substantive effects on fall-to-spring gains in oral reading fluency and total reading achievement (effect sizes of .30 and .43 respectively) for at-risk readers.
Additional Findings
  • 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.

Meet Your Instructors
Carol Dissen, Guest Instructor & Developer of Enhanced Core Reading Instruction Carol Dissen works for the Center on Teaching and Learning at the University of Oregon coordinating the delivery and implementation of federally funded literacy and math grants. She works directly with elementary schools providing professional development and in-building coaching to support evidence-based practices. Ms. Dissen works as part of the Enhanced Core Reading Intervention team that developed a Tier 2 small group reading curriculum that is directly aligned with Tier 1 curriculum. Prior to joining the team at the Center on Teaching and Learning, she worked in elementary schools as a literacy coach, Title 1 reading teacher, and a classroom teacher. Additionally, for the past seventeen years she has developed and delivered school, regional, state, national and international professional development classes on various literacy topics.
Wendy Buckley, M.S., HILL Facilitator Wendy Buckley, M.Ed received a BS in Education from Bridgewater State College and a Masters of Education in Reading with a Reading Specialist Certification from Salem State College. MS Buckley has served as an expert literacy coach for an IES Grant, Enhancing Core Reading Instruction (ECRI) for the University of Oregon. She currently is serving as an instructional coach for an IES Grant, ROOTS, Foundations for Early Learning in Mathematics for the University of Oregon. Prior to joining the staff at Hill for Literacy, MS Buckley had been a Kindergarten teacher and a Reading Specialist and was actively involved in the RTI model used extensively in the school district. She worked extensively with Scott Foresman Reading Street, ERI, Sidewalks and Fundations. Her research interests include facilitating effective explicit routines and bringing about whole school change for the benefit of all students.
Kaitlin Leonard, M.Ed, HILL Facilitator Kaitlin Leonard, M.Ed., is a facilitator at the HILL for Literacy. She received a BA in elementary education and special education from Providence College. She also received a Masters of Education from Fitchburg State University. Currently, she is serving as an external literacy coach for Connecticut Kindergarten through grade 3 Literacy Initiative (CK3LI). The initiative is part of the CT Education Reform that supports schools in implementing research-grounded practices to improve the reading abilities of children in kindergarten through third grade. In addition, Kaitlin served as an expert literacy coach for an IES Grant, Enhancing Core Reading Instruction, for the University of Oregon. She is presently one of the HILL trainers for the Enhanced Core Reading Instruction Workshop. Previously, Kaitlin worked as a special education teacher and classroom teacher in a school district that served as a model for RTI and the Scott Foresman Reading Street Program. She was also involved in the HILL school-wide literacy change first-hand as a teacher and witnessed the benefits. Her interests include aiding schools to implement effective core literacy programs and instruction, and facilitating a school-wide literacy change.
Eleni Steadman, M.S., CCC-SLP, HILL Facilitator Eleni Steadman is a Speech-Language Pathologist and Certified Reading Specialist. She earned a B.S. in Communication Disorders from Boston University and an M.S. in Communication Sciences and Disorders from the Institute of Health Professions, an academic affiliate of the Massachusetts General Hospital. Eleni also earned Certification in Reading from the IHP. Eleni worked in the North Andover Public Schools for five years, where she serviced a variety of students with oral and written language disabilities. She co-taught during literacy blocks, providing explicit instruction to students and modeling reading lessons for teachers. Eleni has been trained in several multi-sensory reading programs including LiPS, Project Read, RAVE-O, Fundations, and ECRI. She has also received training in all 12 LETRS modules, the Key Comprehension Routine, and is a DIBELS Mentor. Additional work includes serving as a trainer for the BayState Reading Initiative, Reading First, and The Reading Institute. Eleni has been a facilitator for the HILL for ten years and has worked on a variety of school change projects. Eleni stays involved with children’s diverse learning needs with her own children, Will (10) and Estella (6), and her many nieces and nephews.

HILL Research Partner

Read about Enhanced Core Reading Instruction at the Center on Teaching & Learning (CTL) at the University of Oregon. Enhanced Core Reading Instruction is a trademark of the University of Oregon.

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.