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 HILL’s team of experts frequently publishes materials to help education administrators and educators effectively teach children to read and write at grade level. Please visit this page often.
Publications
Leading Literacy Change
Jones, Sandra, Burns, Darci, and Pirri, Catherine. Leading Literacy Change - Strategies and Tools for Administrators, Teachers, and Coaches. Longmont, CO: Cambium Learning Sopris West, 2010.
The odds of improving student literacy increase dramatically when engaged and informed leaders drive and support the high-fidelity implementation of research-based literacy programs. Key to changing student outcomes are building and sustaining teacher capacity using assessment of the current state of schools literacy; strategic action planning; and data-based implementation of core, supplemental, and intervention programs that are accompanied by effective leadership activities.
Sustaining Literacy Improvement During Turbulent Times
Dr. Sandra Jones, the Executive Director of the HILL, edited the fall 2005 issue of the IDA journal, "Perspectives." The issue is devoted to the topic of sustaining change in schools. Dr. Jones brought together some of the nation's thought leaders on school-wide literacy change, Barbara Foorman, Carol Tolman, Sharon Walpole and Edward Moskovitch. Two of the articles authored by Dr. Jones are provided below.
Jones, S.D. (2005). Theme Editor’s Summary Building and Sustaining Teacher Capacity in Literacy. Perspectives. The International Dyslexia Association V 31, No. 4, pp 1-4. Download PDF [3.5MB]
Jones, S.D. (2005). A School-wide Model for Literacy Change. Perspectives. The International Dyslexia Association V 31, No. 4, pp 8-11. Download PDF [3.1MB]
The Importance of Automaticity and Fluency For Efficient Reading Comprehension
In The Importance of Automaticity and Fluency For Efficient Reading Comprehension, Pamela E. Hook and Sandra D. Jones analyze the reading process as organized along two separate but highly interrelated areas - word identification and comprehension. Their article maintains that even the slightest glitch in word comprehension and fluency can create a cognitive overhead that significantly reduces reading comprehension. The article then outlines the link between phonemic awareness, phonics and orthographic reading. So strong automaticity, built in large part through spelling practice, is required for adequate reading comprehension.
Hook, P.E. and Jones, S.D. (2002). The Importance of Automaticity and Fluency for Efficient Reading Comprehension. Perspectives. The International Dyslexia Association. V 28, No 1 pp 9-14. Download PDF [3 MB]
Efficacy of Fast ForWord Training on Facilitating Acquisition of Reading Skills by Children with Reading Difficulty – A Longitudinal Study?
In this study Pamela E. Hook, Paul Macaruso and Sandra Jones explored the effects of Fast ForWord (FFW) training on reading and spoken language skills in children with difficulties in phonemic awareness and word identification. Gains were examined both immediately after treatment and over a period of two years. Children who received FFW training were compared to children who received Orton Gillingham (OG) training. The FFW group was also compared to a matched longitudinal control group (LC); all participants received similar multisensory structured language instruction over two academic years. Detailed findings are outlined in this excerpt from Annals of Dyslexia.
Hook, P.E., Macaruso, P., and Jones, S.D. (2001) Efficacy of Fast ForWord Training on Facilitating Acquisition of Reading Skills by Children with Reading Difficulty – A Longitudinal Study. Annals of Dyslexia. Vol. 51., pp 75 – 96. Download PDF [1.3MB]
Conferences
DIBELS Summit 2009
Presenters: Dr. Sandra Jones and Catherine Pirri
Annual Conference of the North Carolina Branch of IDA March 7 & 8, 2008
Presenter: Darci Burns, Ed.M.
Pre-Conference Workshop: "Building and Sustaining School-wide Literacy Capacity"
Audience: school administrators
Designed to enhance school leaders’ ability to effectively implement research-based, comprehensive literacy programs and data-driven instruction, this presentation touched on strategies for literacy leaders from best practice research, tools for building capacity for change and ways to use data to improve literacy in the classroom, teacher development and student reading outcomes.
Breakout Session Workshop: “Building and Sustaining a 3-Tier Model of Instruction”
Audience: School administrators and teacher leaders
Designed to provide school leaders’ with the tools necessary to identify the important components of a 3-tier model of instruction, this presentation touched on building an assessment framework, identifying core, supplemental and intervention curriculum and implementing effective professional development.
4th Annual National Reading First Conference (July 18-20, 2007 - St. Louis, Missouri)
Presenters: Sandra Jones and Darci Burns.
Audience: District Coordinators, Principals, and Coaches in Reading First Schools.
This presentation provided tips for literacy leaders from best practice research, role clarification, stakeholder analysis, the power of beliefs and how to use data to overcome resistance, and how to plan and implement strategic professional development and coaching that gets results.
International Dyslexia Association's 57th Annual Conference "Racing to Literacy" (Nov 8-11, 2006 -Indianapolis, IN)
Presenters: Sandra Jones and Darci Burns
Presenters touched upon strategies for literacy leaders from best practice research, tools for building capacity for change and how to use data to improve literacy in the classroom, teacher development and student reading outcomes.
New York Statewide Reading First Institute - August 7 & 8, 2006
Presenters: Sandra Jones and Darci Burns.
Audience: District Coordinators, Principals, and Coaches in Reading First Schools.
This presentation touched on strategies for literacy leaders from best practice research, role clarification, stakeholder analysis, the power of beliefs and how to use data to overcome resistance, and planning and implementing strategic professional development and coaching that yields results.
3rd Annual National Reading First Conference (July 18-20, 2006 - Reno, NV)
Presenters: Sandra Jones and Darci Burns.
Audience: District Coordinators, Principals, and Coaches in Reading First Schools.
Presenters touched upon tips for literacy leaders from best practice research, role clarification, stakeholder analysis, the power of beliefs and use of data to overcome resistance, and planning and implementing strategic professional development and coaching that gets results. Project management tools were shared that help literacy leaders stay on target.
June 25, 2006 - LSDO Institute - Building and Sustaining a 3 Tier Model Instruction
Presenter: Catherine Pirri, HILL Asst Director and Sr Literacy Facilitator gave the keynote presentation on Day 2 of the LSDO Summer Institute.
The Institute entitled "Exploring RTI: What All Educators Need to Know" was held at Bellingham High School. LSDO is a cooperative professional development organization, created and developed by the pubic school districts of: Bellingham, Blackstone-Milville, Douglas, Foxborough, Franklin, Mendon-Upton, Milford, Millis, Norfolk, Sutton and Uxbridge, MA.
Title I Leadership for Literacy - May 10, 2006
Presenters: Sandra D. Jones, HILL Director & Emily Russin, RF Implementation Facilitator, Massachusetts
Reading First February 2006 Leadership Training
Presenters: Sandra D. Jones, Susan Earabino, Emily Russin
2nd Annual Reading First National Conference (July 26-28, 2005 - New Orleans, LA)
Presenters: Sandra Jones, Darci Burns, & Catherine Pirri.
Presenters touched upon tips for literacy leaders from best practice research, role clarification, stakeholder analysis, the power of beliefs and use of data to overcome resistance, and planning and implementing strategic professional development and coaching that gets results. Project management tools were shared that help literacy leaders stay on target.
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Publications/Presentations