Daniel H. Pallante,
M.Ed. Director
1462 Newark Rd. Granville, Ohio 43023 (740) 504-1999
dpallante@adelphia.net
A Literacy Model Founded on Scientifically-Based Research
Background
The CLLIP literacy initiative is closely aligned with the Elementary and Secondary Education Act, established so that No Child is Left Behind. This initiative includes a strong research component to assess results and establish accountability, works closely and collaboratively with all stakeholders in local districts, and includes a proven parent component (Jordan, Snow & Porche, 2000). The foundation of the CLLIP is an extensive teacher training program grounded in theoretical (Snow, 1991) and empirical work (Beals, 1993; Snow, Tabors and Dickinson, 2001) that emphasizes the primacy of language development as a critical foundation of early literacy and school success.
The Nation's Report Card for 2000 issued by the National Assessment of Educational Progress (NEAP), reported that 37% of 4th grade students are reading below a Basic level, unable to meet minimum requirements for reading competency. Unless these basic skills are met, a substantial number of children will continue to fall further and further behind. The Collaborative Language and Literacy Instruction Project (CLLIP) is a research-based literacy initiative designed to bolster early reading and writing competency from preschool through 6th grade, ensuring that more children are able to meet and surpass minimum competency levels.
The mission of the CLLIP represents over a decade of effort exerted to help legislative and educational leadership in Ohio understand the relationship between oral language and literacy development as they explore solutions to literacy learning problems in Ohio. Researchers from the Ohio Educational Development Center (Ohio EDC) designed the CLLIP with consultation from researchers at Harvard Graduate School of Education, Bethel College, Wellesley College, and the Ohio Department of Education.
Over 1000 students in kindergarten through fifth grades from low-income school districts participated in the longitudinal study of the first Biennium, providing the basis for a rigorous examination of the intervention during its demonstration period. With each subsequent Biennium, the project continues to grow as new districts participate. In response to demand, training and coaching in developmentally appropriate literacy instruction for students in preschool and sixth grade have been added. Findings from analyses of the data support the CLLIP's implementation of best-practice strategies aimed at reforming literacy practices among students, parents, educators, and administrators.
Stakeholders (students, parents, teachers, and administrators) from school districts in different geographic regions across Ohio have joined with CLLIP project staff, educational researchers, and representatives of the Ohio Department of Education in an effort to improve student outcomes in early literacy. The primary goal of these collaborating educators has been to demonstrate how students' literacy competence can be improved and sustained by building capacity in low wealth school districts. Stakeholders have achieved highly positive outcomes as a result of the CLLIP's emphasis on teachers' language-based training and accountability, best practice language instruction, preventative strategies, and ongoing technical assistance.
The primary mission of these collaborating educators has been to demonstrate how students' literacy competence can be improved and sustained by building capacity in low wealth school districts.
Stakeholders have achieved highly positive outcomes as a result of the CLLIP's emphasis on teachers' language-based training and accountability, best practice language instruction, preventative strategies, and ongoing technical assistance.
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©CLLIP, 2004.
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