Professional Development for Reading Achievement: Results from the Collaborative Language and Literacy Instruction Project (CLLIP)

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Professional Development for Reading Achievement: Results from the Collaborative Language and Literacy Instruction Project (CLLIP)

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Title: Professional Development for Reading Achievement: Results from the Collaborative Language and Literacy Instruction Project (CLLIP)
Author: Porche, Michelle V.; Pallante, Daniel H.; Snow, Catherine Elizabeth

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Citation: Porche, Michelle V., Daniel H. Pallante, and Catherine E. Snow. 2012. “Professional Development for Reading Achievement.” The Elementary School Journal 112 (4) (June): 649–671. doi:10.1086/665008.
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Abstract: The Collaborative Language and Literacy Instruction Project (CLLIP) is a model of professional development designed to help teachers incorporate research-based practices of literacy instruction, support mastery, and sustained use of these practices through coaching, and serve as a foundation for whole-school reform efforts. We describe the model, intervention, implementation, and subsequent results from an exploratory study in which we tested student literacy outcomes for kindergartners and fourth graders in the classrooms of CLLIP teachers against a matched comparison group. Exploratory results from a rural cohort of elementary school teachers suggest support for skill building in the alphabetic principle, phonemic awareness, fluency, and vocabulary. We discuss outcomes by reflecting on central program features: CLLIP strengthens teachers’ content knowledge and ties that knowledge to subject-specific content for students, has extended duration and support, is tied to state standards, and involves collective participation across a district to advance reform efforts.
Published Version: 10.1086/665008
Terms of Use: This article is made available under the terms and conditions applicable to Open Access Policy Articles, as set forth at http://nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of-use#OAP
Citable link to this page: http://nrs.harvard.edu/urn-3:HUL.InstRepos:34785389
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