Welcome!

The University of Minnesota Center for Reading Research conducts applied research on reading and research on teaching approaches that facilitate reading instruction. The focus is on conducting research that supports teachers, particularly those who teach students of poverty and students from diverse backgrounds. The Center addresses problems and issues in reading that require creative and powerful research efforts. Learn more about our mission.

Recent News

Barbara Taylor and Deb Peterson of the Minnesota Center for Reading Research discovered the effectiveness of cognitive engagement for spurring reading growth. By prompting their students to use higher order reasoning about texts, teachers have seen demonstrable reading growth within a single school year. Teacher modeling and active student learning are also key components.

Read more about MCRR and the cognitive engagement model in ResearchWorks.

MCRR Staff at IRA in Minneapolis

Some of the Minnesota Center for Reading Research staff who also worked with the Reading First Professional Development program are presenting at the International Reading Association’s 54th Annual Convention (North Central) entitled Reading, Writing & Conversations, May 3-7, 2009 at the Minneapolis Convention Center.

"Reflecting on Instruction"- Symposium

Monday, May 4, 3:00 - 5:45 PM, Hilton Salon A.

First topic- "Reflecting on Observation Data to Inform Instruction"
by Zachary Floyd from Wellstone Elementary in St. Paul and Debra Peterson, MCRR.
Second topic-"The Collaborative Use of Classroom-based Assessments to Reflect on Instruction"
by Becca Gangl from Woodcrest Elementary in Fridley and Michelle Chein, MCRR.
Third topic- "Coaching Conversations that Facilitate Reflection on Instruction"
by Julie Barkley from Discovery Elementary in St. Cloud and Bobbie Burnham, MCRR.

Presentations will be followed by a panel discussion with the presenters.

Improving Literacy Instruction

The Minnesota Center for Reading Research has been working with over 70 Minnesota Elementary Schools over the last 7 years to improve their literacy instruction through both the Reading First Professional Development Program and the Minnesota Statewide Reading Academy: School Change in Reading Program. Schools participating in these programs have seen above average growth in student reading scores and many positive changes in school climate, staff collaboration, more effective reading instruction and effective use of school-wide data. After participating in the Reading First program for 2-3 years, schools typically experience the following (as shared by one of our Reading First schools):

We have experienced many successes while involved with Reading First. Some of our highlights are:

Students are engaged in their learning, actively discussing and writing about what they are reading.
Students are more strategic readers. They flexibly use reading strategies of prediction, question, summarize and clarify. Students have a heightened sense of metacognition, as they understand more about why and when strategies should be used.
Last year our third graders received more above average and superior scores on their MCA tests than they had in three prior years.
Teachers are having collegial discussions about reading. These discussions and conversations about reading are helping teachers think about their teaching and are encouraging teachers to implement scientific research based instructional strategies.
We have embraced using data to monitor student progress. We are working to share data school wide and across grade levels.

We will be offering a series of workshops again in 2009-10 to help other interested schools gain access to the same model of success that has been proven to work so well. For more information on this, please see the section on “Bridging Research to Practice” below.

Bridging Research to Practice – 2009-10 Workshops for K-6 School Improvement in Reading

The purpose of these series of workshops is to help school leaders and teachers in grades K-6 learn how to use scientifically based reading instruction to improve reading achievement. It is for a team of elementary school staff (administrators, classroom teachers, reading resource teachers, ELL teachers, and special education teachers) who would like to learn how to implement the research-validated School Change in Reading Framework (developed by Professor Barbara Taylor and associates) within their buildings. The sessions will focus on organizational change and the development of shared leadership and school-wide collaboration.

Frequently Asked Questions related to Reading – FAQs!

The U of M Faculty and Staff affiliated with the Minnesota Center for Reading Research will now take your questions! Check back frequently to our new FAQ section to discover answers and further resources related to Scientifically-based Reading Research, such as:

If you have a question related to Scientifically-based Reading Research you would like the MCRR faculty to answer, please submit it to mcrr@umn.edu.

We cannot guarantee that every question submitted to us will be answered or posted on this website, but we will do our best to respond to all queries within a two week timeframe.

Reading First School Receives National Recognition

J. W. Smith Elementary School in Bemidji, Minnesota has been chosen by the US Department of Education as one of eight Minnesota Blue Ribbon Schools in 2007.

The Blue Ribbon Schools program recognizes public and private schools that have demonstrated dramatically improved student performance with at least 40 percent of their students from disadvantaged backgrounds or schools that score in the top 10 percent on state assessments. Schools must be nominated for the award and complete an application.

J. W. Smith participated in Cohort 1 of Minnesota’s Reading First program from 2004-2006. Congratulations to the students and staff!

Revised April 15, 2009

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