Perspective: Schools That “Beat the Odds”

Abstract

Despite advances in our understanding of the prevention of reading difficulties through quality instruction and early intervention (Snow, Burns, & Griffin, 1998), large numbers of students in our schools continue to experience reading difficulties. Many are referred for special education because of these problems. However, some schools are surprisingly successful in teaching the great majority of their students to read, despite conditions of poverty and other obstacles to success. This article describes the characteristics of five elementary schools that have been consistently successful in teaching children to read. Although the schools have widely diverse approaches to reading instruction, they share many characteristics. These common themes are summarized.