Expansion Plans
Daniel H. Pallante,
M.Ed. Director
1462 Newark Rd. Granville, Ohio 43023 (740) 504-1999
dpallante@adelphia.net
Evaluation efforts are based on teacher-administered diagnostic assessments in reading, language and writing skills. CLLIP's SBR practices include assessments developed specifically for the program as well as standardized tests in these key areas, including the Woodcock-Johnson III Tests of Achievement and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Standardized tests were selected from a list of measures approved by the Institute for the Development of Educational Achievement.
The newest outgrowth of the CLLIP is the expansion of professional development programming at the preschool level: Preschool Opportunities With Early Reading – POWER Skills. Preschool teachers, aides, and administrators attend professional development training in assessment, intervention, phonological awareness, vocabulary, and concepts of print. Also founded on scientifically-based research, the delivery model is similar to the elementary school level design, however, the content is developmentally appropriate for providing emergent literacy instruction to young children. Similarly, a parent-child component, developed by the creator of Project EASE, is included to help foster early literacy activities in the home that complement rich preschool instruction in the classroom. Pilot data from the first year of implementation is currently being analyzed.
This literacy initiative has been shown to be effective in low-income districts serving a primarily white and rural population, as well as in an urban district serving low-income minority students. Ongoing analyses of CLLIP outcomes as implementation occurs across diverse settings provides support for the generalizability of the intervention to a broad population.
Adger, C. T., Snow, C. E., & Christian, D. (Eds.). (2002). What teachers need to
know about language. McHenry, IL: Delta Systems Co., Inc. and The Center for
Applied Linguistics.
Beals, D. E. (1993). Explanations in low-income families' mealtime conversations. Applied Psycholinguistics, 14(4), 489-513.
Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford Publications.
Jordan, G. E., Snow, C. E., & Porche, M. V. (2000). Project EASE: The effect of a family literacy project on kindergarten students' early literacy skills. Reading Research Quarterly, 35(4).
Pallante, D. (2001). Collaborative Language and Literacy Instruction Demonstration Project Final Report. Unpublished report for the Governor of Ohio, 124th General Assembly, and the Ohio Department of Education.
Pallante, D. H., & Porche, M. V. (2003). Using scientifically-based research to narrow the literacy gap: Results from the Collaborative Language and Literacy Instruction Project (CLLIP). Paper presented at the American Educational Research Association Annual Meeting, Chicago, IL.
Porche, M. V., & Pallante, D. H. (2004). Sustained growth: A longitudinal analysis of a kindergarten intervention. In S. Snow (Chair) Research Into Practice: A Literacy Research and Intervention Case Study. Paper presented at the American Educational Research Association Annual Meeting, San Diego, CA.
Snow, C. E. (1991). The theoretical basis for relationships between language and literacy development. Journal of Research in Childhood Education, (Fall/Winter), 5-10.
Snow, C. E., Tabors, P. O., & Dickinson, D. K. (2001). Language development in the preschool years. In D. K. Dickinson & P. O. Tabors (Eds.), Beginning literacy with language: Young children learning at home and school (pp. 1-25). Baltimore: P. H. Brookes.
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