OVERVIEW From its inception, the RISE framework was designed to meet the needs of striving readers in Title I schools—students who fall into the high-need demographic groups such as ELLs, children living in poverty, children in special education, transient school attenders, and all those who need an intense burst of literacy intervention, using Dr. Jan Richardson’s theory and practice. That’s why we implemented he RISE framework with a purposeful focus on the Title I demographic so that we could maximize the impact in a brief amount of time—to help children understand that reading is always supposed to make sense and, if they lose meaning while reading, they can rely on their own problem- solving strategies to regain it. The six-to-eight-week RISE framework allows instructors to teach multiple rounds of students in a year in a variety of configurations (see pages 79–81). Instructors work with a sense of urgency to achieve success by accelerating learning. They work with the belief that an intervention should be a solution, not a life sentence (Harvey & Ward, 2017). And that success is all the more striking because of the demographic composition of the schools where RISE and RISE Up have done nothing but soar. What makes us so confident? The data collected by the educators who implemented the RISE framework in their own schools and districts, from Chattanooga, Tennessee, to Fairfax, Virginia, to Pinellas County, Florida. This paper presents the results from 20 Title I sites where we implemented the framework as part of our action research. The evidence it contains will help you to understand the possible impact—and to convince anyone who might be doubtful about the RISE framework’s effectiveness.
The Next Step Forward in Reading Intervention by Jan Richardson and Ellen Lewis. Copyright © 2018 by Jan Richardson and Ellen Lewis. Published by Scholastic Inc. 1
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