Reading First is a major Federal initiative for scaling up scientifically valid principles of beginning reading instruction. Although the classroom practices and instructional assessment principles that are the core of Reading First are based on a large body of rigorous well-controlled research studies, the same cannot be said about the specific PD practices that are being advocated for achieving Reading First’s goals. Clearly, Reading First professional development (PD) strategies need to be guided by mpirical data rather than by conventional wisdom about the relative benefits of one PD pproach over the other. However, the PD and scaling up strategies advocated, though sensible and compelling in theory, have rarely been widely field-tested and evaluated using rigorous research techniques. The PD strategies are quite subtle to employ and we have few research-based guidelines to inform their sound implementation. Most importantly, we really do not know in the real world of low-performing, high-poverty schools, which strategies are most likely to work as we try to quickly “scale up” with research based practices in beginning reading. This is the problem the proposed project will address.

Unlike many earlier Federal initiatives geared towards low-income students and low performing schools, Reading First proposes to enhance student reading achievement by improving the quality of reading instruction for all students. Many of the students in Reading First schools are English Learners (ELs), and teachers often struggle with how to adjust the instructional principles covered in training to meet their needs (Gersten & Geva, 2003; Haager & Windmueller, 2001). This is particularly true in the areas of vocabulary development, strategic comprehension and reading fluency (Chiappe, Siegel, & Wade-Wooley, 2002; Juel, Biancarosa, Coker, & Deffes, 2003; Snow, Burns, & Griffin, 1998).

Aiding the attainment of this goal is Reading First’s emphasis on comprehensive PD efforts that enhance teachers’ working knowledge of research (i.e., their ability to translate research principles into dayto-day practice). Given the widespread PD that is a part of Reading First, there is a pressing need for 2 rigorous, large-scale experimental research on PD strategies that are effective across a variety of settings (e.g., schools, States, and school districts). In fact, schools and districts are currently seeking guidance in identifying and selecting the PD strategies that will result in optimal gains in classrooms.