A r c h i v e d  I n f o r m a t i o n

SUMMARY WORKSHOPS

Workshop C
Ensuring that All Children Have the Opportunity to Learn to Read

Speakers:
Eileen Kaiser, Senior Training and Research Specialist, Regional Comprehensive Center VI, University of Wisconsin, Madison, Wisconsin

Celin Arce, Principal, La Escuela Fratney/ Fratney Street School, Milwaukee, Wisconsin

Patricia Colloton-Walsh, Program Implementer, La Escuela Fratney/ Fratney Street School, Milwaukee, Wisconsin

Moderator:
Delia Pompa, Director, Office of Bilingual Education and Minority Languages Affairs (OBEMLA), U.S. Department of Education

Abstract:
The recent National Research Council (NRC) report finds that: (1) well-structured school-wide approaches that include coherent regular classroom reading instruction can be effective in teaching disadvantaged students to read; (2) reading instruction in the native language is best for students with no proficiency in English -- otherwise, reading instruction in English should wait until some oral English proficiency has been gained by the student; and, (3) extended time and other supplementary services can help students at risk for failure as long as they are truly supplementary to the regular classroom reading instruction, are connected to regular reading instruction and students' daily experiences, and are provided by qualified personnel.

This workshop will present an overview of the research that supports the role of whole school reform in strengthening reading programs for all children. Staff from the Fratney Street School/La Escuela Fratney in Milwaukee, Wisconsin will describe how their reading approach embodies the principles of whole school reform in raising reading achievement for limited English proficient students. A structured dialogue will follow the presentations.