New Study Confirms that SIPPS Research-Based, Systematic Approach to Literacy Instruction Accelerates Reading Development
Professional learning and job-embedded coaching on how to deliver explicit reading instruction are essential to improving literacy outcomes for all students. But just as critical is the use of high-quality, evidence-based reading curricula, particularly when supporting striving readers at all grade levels. In a time when one in three K–3 students require major and systemic reading intervention, CORE is proud to partner with the Center for the Collaborative Classroom to provide professional learning for their literacy programs, including SIPPS (Systematic Instruction in Phonological Awareness, Phonics, and Sight Words) which a recent study found significantly boosts elementary school reading skills.
“Across the nation, elementary school teachers have found SIPPS to be a ‘secret sauce’ in helping their students gain the literacy skills and foundational knowledge needed to succeed in school,” Collaborative Classroom CEO Kelly Stuart says. “In study after study, including this most recent one of SIPPS usage in Pasco County, the results confirm what educators have long known: When it comes to teaching students to read, SIPPS works.”
The districts CORE partners with have found similar success, including in Pajaro Valley Unified School District (CA), Woodbine Elementary School (CA), and Lodi Unified (CA) where CORE has provided assistance with the implementation of SIPPS as well as instructional coaching. Three studies conducted by SEG Measurement in Pajaro Valley found that students in those classrooms where teachers received CORE professional development support achieved greater growth in their reading skills.
If your district would like support with the implementation of SIPPS, including helping teachers understand the logistics of the program and master the routines and materials so that they can deliver instruction confidently and effectively, please reach out to CORE.