University of Rochester reading program showing promise in RCSD

Nora Ephron said, “Reading is bliss” and Frederick Douglass told us, “Once you learn to read, you will be forever free.” But for the approximately 32 million illiterate adults in America, simple tasks like grocery shopping, reading bus schedules, menus, street signs and prescriptions, filling out forms, and finding employment are a constant challenge.

Locally, many RCSD students have struggled with literacy learning. Recent state reading assessments show growth; however, only 11.4 percent of students scored proficient. Research suggests that students who are not reading at grade level by 3rd grade, are less likely to graduate and meet future academic success. Up to 3rd grade you are learning to read, after 3rd grade you are reading to learn since reading comprehension is important for all of the content areas.

With feelings of urgency to improve literacy learning, Project READ, an intervention program partnering the U of R’s Warner School of Education and RCSD was started at School #36. When School #36 closed, the program moved to School #33 and recently expanded to East High’s Lower School.

Generously supported by the William and Sheila Konar Foundation, Warner graduate students working toward certification in literacy and supervised by a literacy expert, work directly with at-risk 1st and 6th graders in the schools. The project’s goal is to help children approach any literacy task with confidence and ability so that they are able to read and write better and ultimately improve their school success. Preparing outstanding future literacy specialists is another goal of Project READ.

Results have been encouraging. Data shows significantly improved reading levels of participating first grade students enabling them to catch up to their peers and successfully complete first grade on par and often exceeding their classmates. Also observed is increased engagement in school, more enthusiasm towards reading, better attendance and more confidence in themselves as learners. Many participating Warner literacy graduates are now employed as reading specialists, most in the RCSD. We plan to continue the program next year.

The children demonstrate great promise and are eager to learn to read. Through our work, we’ve learned that for success, it’s essential to develop close trusting relationships in order to build their confidence and self-esteem, thereby supporting their attempts to take learning risks leading to their literacy development. Students’ physical and emotional needs have to be met first and foremost. Effects of poverty—hunger, trauma, worry, fear and anxiety—impede learning. Literacy is life changing and can serve as an antidote to poverty. Good literacy instruction is a social justice issue and matter of equity.

Carol St. George, Ed.D. is an associate professor and director of the Reading and Literacies program at the University of Rochester's Warner School of Education.