In collaboration with Reading Reform Foundation and the Rose Institute for Learning and Literacy at Manhattanville College
This report presents evidence regarding the progress of students in kindergarten, first and second grades who received the collaboration’s intervention between September 2015 and May 2016. It examines student achievement as the result of both professional development and ongoing coaching to improve teachers’ effectiveness teaching beginning reading and spelling with the Spalding approach.
Substantial growth was found across all measures for all kindergarten, first and second grade classes. The instructional program that involved teacher coaching combined with THE SPALDING METHOD® of explicit phonics instruction improved students’ alphabetic knowledge, word reading, reading comprehension, and spelling performance. Regardless of the type of classroom (i.e., general education, ICT, or self-contained) all classes improved significantly from September to May on literacy skills.
Our mission is to increase literacy for all children and adults by using THE SPALDING METHOD® to develop skilled readers, critical listeners, and accomplished writers and spellers.