Direct Instruction Results in Measurable Evidence of Reading Success

McGraw-Hill Education has released a new report called "Results with Corrective Reading," which highlights a dozen case studies of schools or school districts that increased reading scores despite a variety of challenges.

The examples serve as inspiring models of effective teaching practices, and all of the sources credit the significant increases in their students' literacy skills to Corrective Reading, a Direct Instruction program published by SRA/McGraw-Hill.

Direct Instruction is based on a method of teaching pioneered by Siegfried "Zig" Engelmann in the 1960s. Corrective Reading is a research-based program designed for students in Grades K-12. It provides a structured learning process that helps students learn "how to learn" while they build specific skills in reading, math, spelling, and language arts.

  The profiles in the report include:

  *  Abraham Lincoln Middle School, Gainesville, FL
  *  Clay County School District, Green Cove Springs, FL
  *  Clay Hill Elementary, Jacksonville, FL
  *  Colonial High School, Orlando, FL
  *  Brooks County Middle School, Quitman, GA
  *  Eagle's Landing Middle School, McDonough, GA
  *  Wake County Public School System, Raleigh, NC
  *  Woodstock Middle School, Millington, TN
  *  Leroy F. Greene Middle School, Sacramento, CA
  *  South Tahoe Middle School, South Lake Tahoe, CA
  *  Basic Model Project, Longwood University, Farmville, VA
  *  The Reading Academy Project, Eastern Washington University, Cheney, WA

Each profile includes a written description of the school's student population, history of problems with poor reading, writing and comprehension skills, steps taken to strengthen the school's reading programs, and graphs of measurable results. Readers are also encouraged to contact the schools' leaders for additional information.

"We know that Corrective Reading works," said Walter Brock, assistant superintendent of Clay County School District, Green Cove Springs, FL. "When you implement it properly, it means kids can move ahead as they excel, and you measure their success every five weeks -- Corrective Reading makes a world of difference."

"We support the spirit of this report, which focuses on getting results in the classroom. It exemplifies how schools and districts can identify barriers to learning and implement effective solutions that impact academic growth and ensure student success," said Dr. Thomas Houlihan, executive director, Council of Chief State School Officers.

"We commend the schools profiled in this report for their leadership and the collaborative actions taken by educators to address learning challenges and build a curriculum that improves literacy skills," said Gene Carter, executive director and chief executive officer, Association for Supervision and Curriculum Development.

Review the Report

The entire report can be downloaded at www.mheducation.com . To request printed copies of the report, contact: Charlotte Frank, senior vice president, McGraw-Hill Education, Research and Development, (212) 512-6512, charlotte_frank@mcgraw-hill.com.

About McGraw-Hill Education

McGraw-Hill Education is a leading global provider of electronic and print products that enhance teaching and learning in pre-K through Grade 12, higher education and professional markets. It is a division of The McGraw-Hill Companies (NYSE: MHP), a global information services provider meeting worldwide needs in the financial services, education and business information markets through leading brands such as Standard & Poor's and Business Week. The corporation has more than 320 offices in 34 countries. Sales in 2002 were $4.8 billion. Additional information is available at www.mcgraw-hill.com .

SOURCE: McGraw-Hill Education

CONTACT: April Hattori, McGraw-Hill Education, +1-212-904-2078,
april_hattori@mcgraw-hill.com; Karen Twinem, Paul Werth Associates,
+1-614-224-8114, ktwinem@paulwerth.com, for McGraw-Hill Education

Web site: http://www.mheducation.com/
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