Providing Leadership So No Child is Left Behind in Reading
By
Ellen Robinson, Trustee
Linda Proctor-Moore, currently a consultant for Literacy First PreK12
Comprehensive Reading Reform Process, has had vast experience working
with underachieving or at risk students, especially in the area of reading.
In her presentation at the recent NAPSA conference, she focused on the
five components necessary to make reading more purposeful and successful
for students. The five critical components, according to Ms. Proctor-Moore
are:
• Providing instructional leadership by building infrastructure
and culture to support excellence in reading achievement
• Providing curriculum that is research-based, criterion referenced
and benchmarked
• Providing instruction that is assessment driven and is delivered
in appropriate amounts of time (at least 2 hours per day)
• Providing assessment that is criterion referenced and that takes
place during the first two weeks of school, as well as each quarter
• Providing staff development that is comprehensive and needs-based.
Staff development should include a long range, multi-year plan.
Linda also encouraged use of non-fiction reading to improve vocabulary.
The single most important element to a strong reading program to insure that no child is left behind is a strong instructional leader who sets the tone. Curriculum leaders and instructional strategists as well as district and building-level administrators must make reading a priority in the K-12 program.