The School Leadership

  • Strengthen the alignment between classroom core reading program, supplemental intervention, and afterschool programs to increase instructional cohesiveness

  • Provide universal screening in the primary grades, so that extra support services may be provided in reading instruction.

  • Guide the school leadership in the operational considerations to coordinate and integrate the program into the school year.


Instruction and Intervention

  • Core Reading Program – must contain the NRP and NELP Essential Components of Reading Instruction with supplements as necessary.

  • Structured Literacy Intervention provided with intensity required and delivered by skilled interventionists

  • Identify and coordinate partners for intervention opportunities in school and community


Professional Development

  • Evidence based training for classroom and intervention delivery

  • Onsite technical assistance for application of the critical elements and routines within the class and intervention settings.

  • Identify lead teacher(s) to communicate information to colleagues for ongoing technical assistance needs in building internal capacity as part of the sustaining feature of the program.


Assessment and Data Review

  • Screening conducted three times per year

  • Progress Monitoring as needed to evaluate instructional needs and changes necessary

  • Diagnostic Assessments conducted as needed to identify areas of continued need

  • Quarterly Data Reviews to monitor school, class, and individual progress for as part of teacher feedback loop

  • Outcome Data and Reporting on overall progress yearly

We are an approved provider of Act 48 hours

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Keys to Reading Success & Tools - Which one to use?

The Keys to Reading Success will demonstrate how to provide evidence-based early screening and early intervention for all.  Our goal is to provide intensive instruction and make a positive impact on the early outcome of reading thus reducing the need for further intervention.  This program includes four major components for implementation within the school environment:

Why We Do What We Do

The combination of parents and experience professionals involved with the Literacy Coalition ensures we clearly understand the inability to read and how this affects children socially as well and makes them “feel different” from their peers. When children have difficulty with reading, all academic learning suffers and may lead to behavior problems in later grades. Less than 40 percent of Pennsylvania’s public school 4th-grade students’ demonstrated proficiency on the 2015 NAEP1 assessment, and this percentage have remained unchanged since 2011. Because children entering Kindergarten start with varying skill levels, it is important to identify and provide the necessary skills in the beginning of their academic career for success.  Early intervention can prevent failure later in the child’s educational career. 

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© Copyright 2020 by Literacy Coalition

We are a 501c3 Non-Profit 

Phone: 610-703-7099

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