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Partnerships in Comprehensive Literacy

The Partnership Logo

The University of Arkansas at Little Rock (UALR) Partnerships in Comprehensive Literacy (PCL) is a school-reform model dedicated to increasing student achievement. The model uses literacy as a tool for measuring school improvement in four related areas: student learning, teacher perceptions, school climate, and school processes. The logo of the interlocking diamonds symbolizes the dynamic, continuous relationship between a school's literacy program and the educational agencies and policies that influence school improvement. The first diamond represents the relationship of four essential components within the school: classroom literacy framework, school-embedded professional development, intervention programs for struggling learners, and accountability and research. The second diamond represents the relationship between four educational agencies: public school, university, state education department, and state legislators. The power of the UALR model is symbolized in a partnership design that acknowledges school change as a dynamic, continuous process that requires commitment and collaboration at many levels. The University of Arkansas at Little Rock is recognized as a national leader in literacy reform. A significant number of school districts in Arkansas and across the United States have partnered with UALR in implementing the Partnerships in Comprehensive Literacy Model.

A History of Partnerships

In 1990, with support from the Arkansas State Legislature, UALR became a university training center for Reading Recovery. Three years later, Dr. Linda Dorn, UALR Trainer developed a Comprehensive Intervention Model (CIM) to include a menu of supplemental services for struggling learners in the elementary grades.

University of Arkansas at Little Rock Establishes Center for Literacy

In fall, 2006, the Center for Literacy in the College of Education at the University of Arkansas at Little Rock was established. UALR has a history of literacy partnerships with schools, including professional development activities and research projects. The Center for Literacy acknowledges the university’s commitment to increasing literacy achievement in Arkansas and the nation, while also putting into place a structure for organizing literacy initiatives. The mission of the Center for Literacy is to use literacy as a tool for meeting the following goals: 1) to prepare students to assume leadership roles for influencing literacy at local, state, and national levels; 2) to offer a framework for implementing learning communities within schools and regions where students can collaborate on literacy projects; 3) to advocate for reading specialists, Reading Recovery teachers, and Literacy Coaches in all schools by making graduate coursework more accessible to students across the state; 4) to promote research initiatives between faculty and schools;

Study Supports Complementary Effects of Reading Recovery and Small Group

Recently completed data analysis on over 14,000 first grade students served in intervention indicates that when students are provided carefully matched intervention support, most students can be successful.

The study, conducted by Karen James, replicated results of Dorn & Allen (1994) and Harrison (2002) in which students in one-to-one intervention in Reading Recovery outperformed those students placed in less-intensive, small group. Of critical importance in the study, however, is the complementary nature of the two intervention options – small group for less intensive support and one-to-one reserved for the most tangled, or confused, readers. Following one year of supplemental support provided in either Reading Recovery, small group taught by a Reading Recovery teacher or a combination of the two, the average reading level for all students served in any way was over 16, indicating most students were meeting or nearing grade level expectations.