Highlander Institute's Article in the Journal of the International Dyslexia Association

October 7, 2010 by highlander

As schools continue to wrestle with how to effectively match academic interventions with student needs, the Highlander-Dunn Institute and Cumberland Public Schools have partnered to develop an extended learning time model to raise the literacy proficiency of struggling readers.

The model, which blends research-based literacy interventions with a strong emphasis on data analysis, was launched in two Cumberland elementary schools during the 2009-2010 school year. The catalyst for the initiative was concern over state assessment scores in the district’s higher need schools—and a sense of urgency around increasing intervention time for at-risk students.

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