Center of Excellence experience sparks creation of new literacy education resource
The South Carolina Commission on Higher Education's Centers of Excellence are designed to support innovative approaches to educator preparation, with benefits that can often extend well beyond the classroom and the original projects they support.
Drawing on her Science of Reading experiences with the Center for the Advancement of Reading and Literacy Instruction (CARLI), center director Dr. Dawn Hawkins of Lander University recently published The Foundations of Literacy: Connecting Word Recognition and Language for Stronger Readers and Writers through Kendall Hunt Publishing.
“While working directly with our partner schools, I saw firsthand how much our pre-service educators needed an all-in-one resource as they tutored developing readers and writers," Hawkins said. "This guide bridges research and practice, synthesizing core Science of Reading concepts and cognitive processes into a practical tool to support foundational literacy development."
The e-book brings together research, key concepts and evidence-based practices in literacy development, addressing topics including word recognition, morphology, vocabulary, reading fluency, reading comprehension, writing and oral language.
“This is a wonderful example of how the work supported through a CHE Center of Excellence can extend beyond the original project, generating resources and knowledge that can continue to support educator preparation and literacy instruction,” said Dr. Lishu Yin, CHE's program manager for Educator Quality, Retention, and Recruitment.
The publication offers a real-world example of how practical experiences and partnerships fostered through CHE's Centers of Excellence can inspire continued improvements in educator preparation and classroom instruction.
CARLI is a collaborative effort between Lander University, Presbyterian College, and USC Upstate. It offers pre-service teacher instruction in reading and literacy grounded in the Science of Reading and evidence-based approaches to instruction. Using a formative experiment as its design, the Center examines the efficacy of targeted-intensive tutoring in reading in PK-3 classrooms provided by pre-service teachers on both PK-3 students and pre-service teachers.
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