Schoolwide Model: Knowledge Base

Teaching reading requires expertise.

System 3: The Expert Knowledge System

Teaching reading is rocket science (Moats, 1999).

  • Teachers need an in-depth knowledge and understanding of our complex alphabetic writing system and effective reading instruction.

Teaching reading is a job for an expert.

  • Teachers also need to understand how to translate this knowledge into effective practice within the complexities of classrooms and schools.

The majority of teacher preparation programs underestimate the depth of preparation and practice needed.

  • Teachers and administrators need extensive training, professional development, and support to become reading experts.

Quality in Education

"Quality is never an accident; it is always the result of high intention, sincere effort, intelligent direction, and skillful execution; it represents the wise choice of many alternatives."
Willa A. Foster

In this quote, Willa Foster captures many critical features and articulates very eloquently what is necessary for children to become readers by the end of grade 3. The key features are that quality education is intentional, it is directed by science, in the sense that the choices that we make are informed by the best evidence that we have, and that it requires a very, very high quality of implementation.

Willa Foster notes that quality represents the wise choice of many alternatives. The question is, are those alternative worthy? Are they trust-worthy in terms of the science? Do we have the best science possible supporting those alternatives, so that our students will have the best possible advantage in terms of learning to read? It is absolutely critical that as we think about teaching reading and make decisions about selecting core programs, supplemental programs, intervention programs, teaching strategies, and assessments, that we base those decisions on the best scientific evidence possible.

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The Schoolwide Model

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