SAReads Teacher Training
Reading researchers agree that SBRI is key to developing proficient readers and is especially important for students in high-poverty schools. David Sousa states “many reading deficits are not intrinsic to the child, but to the classroom instructional environment. Conscientious but inadequately trained teachers may be using outdated programs and methodologies.”
SAReads uses evidence-based methods to help teachers and instructional staff develop knowledge of SBRI. The principal, teachers and instructional staff on the entire campus are empowered to meet the language and literacy needs of their students and they embed research-based practices in the school culture.
How it Works
- Teachers, instructional staff, and school administrators attend a three-day professional development workshop during the summer to gain foundational knowledge about SBRI and the five components of reading.
- SAReads trainers facilitate teachers’ professional growth through a series of shorter workshops with all teachers, instructional staff, and administrators during the subsequent academic year. Workshops are designed to deepen knowledge of SBRI techniques and support use of data-driven SBRI in the classroom.
- SAReads monitors teachers to ensure they receive the coaching and support they need so every child receives the benefit of the scientific method of reading instruction.
SAReads teacher training is produced by a collaborative group, including SAReads staff, Education Service Center-Region 20 ELAR Education Specialists, Texas A&M University-San Antonio faculty, and Southwest ISD administrators and teachers. The program is based on lessons learned from a 5-year research project funded by the U.S. Department of Education where Dr. Louisa C. Moats found that implementing research-based reading instruction in high-poverty schools produces dramatic improvements in children's reading outcomes. This multi-tiered model of training teachers, instructional staff, and administrators focuses on building sustained, embedded literacy instruction across the campus with an emphasis on the five components of reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension.