Comparing Reading Research to Program Design: An Examination of Teachers College Units of Study. This report is the first of a new initiative by Student Achievement Partners to review different reading instructional programs that have been adopted and are widely used in schools. The goal is to examine the programs in the context of best available research evidence regarding the critical components of teaching reading. Specifically, the components identified include: phonics and fluency, text complexity, building knowledge and vocabulary, and English learner supports. The first program reviewed was Units of Study from the Teachers College Reading & Writing Project. The findings were detailed, but the overall conclusion was that, despite the curriculum’s many qualities, it would “be unlikely to lead to literacy success for all of the American public schoolchildren, given the research.” The curriculum would support children who show up at school already reading or primed to read. It would not meet the needs of children who need practice opportunities in a specific area of reading or language development.
Citation: Adams, M.J., Fillmore, L.W., Goldenberg, C., Oakhill, J., Paige, D.D., Rasinski, T., & Shanahan, T. (2020). Comparing Reading Research to Program Design: An Examination of Teachers College Units of Study. Student Achievement Partners.