ECRI – Enhanced CORE Reading Instruction
One of the Most Proven Intervention Tools
Aligned with College and Career Readiness Standards, ECRI is a multi-tiered program featuring a series of teaching routines designed to increase the efficiency and effectiveness of reading instruction in kindergarten, first and second grade. The program centers on explicit and systematic instruction and relies on teacher models, multiple and various practice opportunities, and careful review sequences.
Granted a rating of “convincing evidence” in the areas of participants, study design, fidelity of implementation, targeted outcome measures and broad outcome measures by the National Center on Intensive Intervention.
Rigorous evaluations on ECRI have demonstrated statistically significant and substantive impacts on the reading achievement of at-risk readers in first grade.
Professional Development and Coaching
Professional Development for interventionists, teachers, and leadership implementing ECRI in their classrooms has been identified as a key component to success.
Foundational Skills ECRI Training
Our two-day workshop is designed for administrators, classroom teachers, and intervention teachers of grades K-2. Supported by a series of workbooks developed specifically for each of these roles, these sessions will describe and model systematic strategies and instructional routines designed to increase the efficiency and effectiveness of reading instruction in a multi-tiered system of Tier 1 and Tier 2 support for kindergarten, first and second grade.
Topics will include incorporating explicit instructional elements, aligning intervention for at-risk readers with core instruction, using assessment data to inform and refine instruction, and implementing instructional routines that focus on the essential components of beginning reading instruction.
Job-embedded coaching is integral to the successful implementation of the highly-explicit ECRI program. With a team of certified ECRI specialists distributed across the country, the Institute for Scaling-Evidence Based Education is able to fulfill its mission of expanding the impact of CTL’s best in class programming.
Our capacity-building coaching model supports teachers and leaders as they implement or advance ECRI in the classroom. Partnerships are characterized by trust, transformational change, and a strengths-based approach. Collaborative conversations serve as the foundation of our model as we work with you to execute a thoughtfully designed coaching plan geared to the specific needs of your staff. Our ECRI Specialists ensure skills learned in the foundational training are successfully transferred to the classroom.
Gather data to identify areas of strength and opportunities for growth
Set goals for continued growth and identify necessary supports
Model targeted skills and techniques in whole and small group settings
Observe and co-teach routines and refine as needed
ECRI Instructional Materials
Teaching materials apply the teaching routines featured in the professional development and coaching to specific content of certain core reading programs.
Lessons align directly with the scope and sequence of the core reading programs and enhance their effectiveness through the use of the routines featured in the Enhanced Core Reading Instruction professional development books and strategically selected practice opportunities.
- JourneysTM 2011, Journeys Common CoreTM 2014, JourneysTM 2017
- Reading StreetTM 2011, Reading Street Common CoreTM 2013
- ReadyGENTM 2014
- WondersTM 2014, WondersTM 2017
All trademarks referenced remain the property of their respective holders, and are used by the University of Oregon and CTL solely to describe how these works supplement the referenced titles. Their use in no way indicates any relationship between UO and the holders of said trademarks. Scott Foresman and any associated Reading Street identifiers are registered trademarks of Pearson Education, Inc. Houghton Mifflin Harcourt and any associated Journeys identifiers are registered trademarks of Houghton Mifflin Harcourt, Inc. Any usage of these terms anywhere in CTL’s works is done so simply as part of the description of how to use CTL’s work. The description of such products does not indicate any endorsement or affiliation with Houghton Mifflin Harcourt, Inc or Pearson Education. Inc. and UO is not an authorized distributor of Houghton Mifflin Harcourt or Pearson products.