Young Readers and Writers

FOCUS AREA: YOUNG READERS AND WRITERS

Philadelphia has a civic goal of having all students read well by the time they enter fourth grade. Guided by the strong research base on effective strategies for developing young children's literacy, PERC has studied how the city's charter schools teach reading and writing in kindergarten through third grade.

Publications

Supporting Early Readers in Philadelphia’s Independent Charter Schools: An Initial Inquiry into

Cross-School Collaboratives

This study is an initial inquiry into the need and opportunity for cross-school professional learning for educators at Philadelphia charter schools, with a special focus on independent charter schools that are not part of a charter management network.

This study was conducted in collaboration with the Consortium for Policy Research in Education, headquartered at the University of Pennsylvania Graduate School of Education.

Publication date: January 2019

Authors: Rachel Comly, Ryan Fink, Jill Pierce, Adrianne Flack

Supporting Early Readers: A Scan of K-3 Literacy Practices in Philadelphia Charter Schools

This study maps the landscape of charter schools’ approaches to early literacy programming, including their classroom instructional strategies, teacher training and collaboration,
family engagement strategies, and targeted interventions for struggling readers.

This study was conducted in collaboration with the Consortium for Policy Research in Education, headquartered at the University of Pennsylvania Graduate School of Education.

Publication date: July 2018

Authors: Rachel Comly, Ryan Fink, Monica Mielke, Adrianne Flack

The Philadelphia Education Research Consortium

The Philadelphia Education Research Consortium

Publications

Supporting Early Readers in Philadelphia’s Independent Charter Schools: An Initial Inquiry into

Cross-School Collaboratives

This study is an initial inquiry into the need and opportunity for cross-school professional learning for educators at Philadelphia charter schools, with a special focus on independent charter schools that are not part of a charter management network.

This study was conducted in collaboration with the Consortium for Policy Research in Education, headquartered at the University of Pennsylvania Graduate School of Education.

Publication date: January 2019

Authors: Rachel Comly, Ryan Fink, Jill Pierce, Adrianne Flack

Supporting Early Readers: A Scan of K-3 Literacy Practices in Philadelphia Charter Schools

This study maps the landscape of charter schools’ approaches to early literacy programming, including their classroom instructional strategies, teacher training and collaboration,
family engagement strategies, and targeted interventions for struggling readers.

This study was conducted in collaboration with the Consortium for Policy Research in Education, headquartered at the University of Pennsylvania Graduate School of Education.

Publication date: July 2018

Authors: Rachel Comly, Ryan Fink, Monica Mielke, Adrianne Flack

The Philadelphia Education Research Consortium

Publications

Supporting Early Readers in Philadelphia’s Independent Charter Schools: An Initial Inquiry into

Cross-School Collaboratives

This study is an initial inquiry into the need and opportunity for cross-school professional learning for educators at Philadelphia charter schools, with a special focus on independent charter schools that are not part of a charter management network.

​

This study was conducted in collaboration with the Consortium for Policy Research in Education, headquartered at the University of Pennsylvania Graduate School of Education.

Publication date: January 2019

Authors: Rachel Comly, Ryan Fink, Jill Pierce, Adrianne Flack

Supporting Early Readers: A Scan of K-3 Literacy Practices in Philadelphia Charter Schools

This study maps the landscape of charter schools’ approaches to early literacy programming, including their classroom instructional strategies, teacher training and collaboration, family engagement strategies, and targeted interventions for struggling readers.

​

This study was conducted in collaboration with the Consortium for Policy Research in Education, headquartered at the University of Pennsylvania Graduate School of Education.

Publication date: July 2018

Authors: Rachel Comly, Ryan Fink, Monica Mielke, Adrianne Flack

This study maps the landscape of charter schools’ approaches to early literacy programming, including their classroom instructional strategies, teacher training and collaboration,
family engagement strategies, and targeted interventions for struggling readers.