Organizing for Literacy Achievement

Abstract

The ability to read has become a vital tool for success in society. Reading failure affects more than school achievement; it has implications for job choice and economic prosperity. Moreover, students in urban areas are at greater risk for poor reading outcomes. Given the necessity of basic reading skills, how can schools design and implement successful reading reforms? This article attempts to answer this question by linking current research on effective reading instruction with current theory and research on school governance and reform. The review begins with an overview of historical approaches to reading curriculum and instruction and then presents current research on effective early literacy practices for kindergarten through third grade. An overview of research on governance and management structures in high-performance schools is also presented. The article concludes with a discussion about school organization and policy issues that can support reading instruction.