University of Minnesota - Center for Reading Research
R350 Vo-Tech Ed. Building, 1954 Buford Avenue, St. Paul, MN 55108 USA
Email: MCRR@umn.edu, Tel: 612-624-9147, Fax: 612-624-8716
School Change in Reading is a unique opportunity for Minnesota schools to participate in research-based reading improvement.
The purpose of the Minnesota School Change in Reading Academy is to help school leaders and teachers in grades K-6 learn how to use scientifically based reading instruction to improve reading achievement. It is for elementary school staff (administrators, classroom teachers, reading resource teachers, ELL teachers, and special education teachers) who implement the research-validated School Change in Reading Framework (developed by Professor Barbara Taylor and associates) within their buildings. Currently there are 2 schools using this model with funding provided by the Minnesota Department of Education as part of the Reading First State Academy effort. These schools receive substantially less money than in the sub-grant program described above. Elementary schools can also contract directly with the University of Minnesota to learn how to use the School Change in Reading Model with ongoing support from staff at the Center for Reading Research.
Application for 2007-2008 school year.
Barbara Taylor, Director
Senior literacy educators from 6 universities and 2 large professional organizations recently formed the Consortium for Responsible School Change in Literacy.
The primary purpose of this university-based consortium is to provide research-validated school improvement models and resources to schools with the goals of producing highly qualified literacy teachers and improving literacy achievement for all students in meaningful ways. Members of the consortium also continue to conduct ongoing research on school improvement and will work collectively to impact educational policy that focuses on school-wide literacy improvement.
Ted Christ, Principal Investigator (funded by OSEP)
The purpose of this Phase I project is to develop an automated computer-based assessment system (CBAS) to evaluate the level and rate of early reading development. The CBAS will integrate the computer adaptive testing (CAT) and Adaptive Self Referenced Assessment (ASRT) technology to facilitate efficient and precise intervention-linked assessment system.
Barbara Taylor, Principal Investigator (funded by University of Illinois and IES)
