The Kentucky Reading Project (KRP) is a professional development initiative of the Collaborative Center for Literacy Development. The yearlong, graduate level literacy course consists of a two-week intensive summer institute, four follow-up sessions during the year, and at least one coaching visit to each teacher. The eight state universities serve as sites for KRP, and university literacy faculty serve as directors of KRP. Training specialists from the National Center for Families Learning provide information, resources, and support regarding family engagement in literacy.
During KRP, teachers learn best practices in literacy instruction while participating in a professional learning community that positions them for leadership roles in their school, district and the state. They increase their effectiveness as teachers by expanding their knowledge base and deepening their understanding of best practices in literacy instruction as they develop and implement a Literacy Action Plan in their classrooms.
The KRP application is now available online!! To apply for the 2022-2023 KRP: CLICK HERE
For the paper version of the application, click here.
For principals to submit their recommendations for the 2022-2023 KRP online, please follow this link.
2022-23 KRP Summer Institute
Dates | Locations | Contact Info
The mission of Kentucky Reading Project (KRP) is to increase student achievement and family engagement in literacy by empowering P-5 teachers to design and implement comprehensive, research-based instruction driven by the on-going assessment of diverse learners’ needs.
Essential Components of the Kentucky Reading Project
- Apply Theory and Research to Meet the Needs of All Students
- Address Equity and Diversity Issues and Their Impact on Literacy Instruction
- Provide Assistance to Striving Readers
- Use Phonemic Awareness, Phonics, and Word Recognition Strategies to Develop Fluency
- Identify Processes and Strategies for Teaching Reading Comprehension
- Integrate and Understand the Relationship of Reading and Writing
- Teach Reading and Writing Across the Curriculum
- Emphasize Family Engagement in Literacy
- Use Formal and Informal Assessment to Guide Instruction
- Design and Manage a Balanced Literacy Approach
(Literacy Training for the RTA Classroom Teacher)
Background of KRP
The Kentucky Reading Project (KRP) is a high-intensity and extended-duration elementary literacy instruction professional development program provided by the literacy faculty at Kentucky’s 8 state universities, and administered by the Collaborative Center for Literacy Development (CCLD) at the University of Kentucky. KRP has been in operation since 1998, and provides teachers with graduate course credit-worthy instructional improvement.
Although the precise structure of the KRP process will vary slightly between the eight state university service regions, it typically involves a full-day, two-week summer intensive to provide teachers with evidence-based best practices, quality tools and materials, and instructional problem solving skills. During the intensive, teachers work together to design classroom implementations for their students’ most pressing literacy needs. They utilize these implementations (lesson unit plans, formative assessment designs, skill development materials, etc.) in their classrooms throughout the following academic year, with faculty observation and peer support to guide teachers through implementation and assessment. The yearlong study culminates with a presentation of teachers’ results and planned next steps at a statewide Spring Share Fair.
Resources and topics vary depending on regional needs but can include the following in reference to the RTA professional learning areas:
Building Knowledge in Understanding the Cognitive Processes and Skills Involved in Learning How to Read
Institutes are designed to address SOR beginning with attention to oral language, phonemic awareness, grounding in the alphabetic principle and building to phonics and word recognition, while keeping comprehension as the goal of interactions with texts. Evidence-based practices (e.g. explicit, systematic, multisensory phonics instruction) are emphasized and integrated across sessions.
Appropriate whole group instruction and differentiated small group instruction are tenets that are integrated across all topics. The power of utilizing reading-writing connections is highlighted. Professional texts and videos focused on leveraging the reciprocal relationship between reading, writing, and word study can also components of the institutes.
Specifically, word study and phonics emphasizes such tenets of SOR as orthographic mapping, encoding and decoding, morphological knowledge, differentiated spelling instruction, and the knowledge of syntax. Teachers are explicitly taught that while language may develop naturally, literacy development requires explicit and intentional teaching couched within the print-rich context of reading, writing, and word study.
Implementing Essential Components of Reading
Content includes the Five Pillars of Reading- phonemic awareness, phonics, fluency, vocabulary, and comprehension (National Reading Panel, 2000).
Institutes can include grounding in the code building from phonemic awareness and foundational skills, to fluent reading, and comprehension strategies. Motivation, engagement, reading-writing connections, and representation in instructional materials can be added to these models to provide teachers a holistic view of literacy.
Participants engage in topics that can include phonics and word study; dialogic reading; fluency; reading-writing connections; culturally relevant pedagogy; vocabulary and word-consciousness. Sessions include modeling specific instructional strategies based on readings, a needs assessment, and real-time teacher input. Participants work on application of strategies and content to their own teaching context. Small group and individualized support is tailored to meet the needs and areas of interest based on Literacy Action Plan (LAP) topics (comprehension; writing and reading; phonics/word recognition; reading and writing across the curriculum).
Participant texts have been thoughtfully selected to highlight connections across the five pillars.
Implementing the KAS for Reading and Writing
Throughout the institutes, standards are referenced by facilitators and participants are asked to refer to their grade level standards, including attention to horizontal alignment as well as vertical alignment, to consider how example instructional tasks (e.g. guided reading; phonics/word study; writing) align to KAS.
Additionally, participants are invited to use their school/district curricular materials to identify instructional strategies, grouping strategies, assessments, etc. that align with institute readings (articles and KRP4RTA texts).
Participants are also encouraged to review and analyze their curricular materials to consider how they can be revised or leveraged to incorporate new strategies they may learn from the institute along with more efficient and effective alignment to KAS.
Supporting the Reading-Writing Connection
The importance of reading and writing connection is emphasized for supporting literacy development of all students. Read-alouds can model for teachers how to embed phonics, phonemic awareness, vocabulary, and comprehension, while simultaneously demonstrating how each book can be extended into a writing activity. Read-alouds are followed by modeling how to use the text as a mentor texts for different strategies.
The training content is couched in the tenets of effective reading and writing instruction described in IES What Works Clearing House Resources for Educators and meta-analyses of most effective strategies for connecting reading and writing (e.g., Graham, 2006; Graham & Hebert, 2011).
Topics can include how to connect writing and reading in the daily literacy block, the importance of teaching children spelling and sentence construction (Graham & Perin, 2007) and how these skills align with reading skills of decoding and understanding syntax. In addition to modeling how reading and knowledge building can enhance writing, participating teachers explore the importance of using writing as a pathway to learning to read in earlier grades and as a pathway to improving comprehension in upper elementary grades (Graham, 2006).
KRP has been immensely popular and demonstrably successful at improving students’ literacy achievement (visit the KRP webpage at www.kentuckyliteracy.org for research reports on KRP’s impact). For that reason, the Kentucky Department of Education has chosen to include KRP training to fulfil the requirement for the literacy training for the Read to Achieve (RTA) classroom teachers.
CCLD will be happy to provide more information about the value and impact of KRP to interested teachers and principals. For more info, please see the FAQs (below) or contact KRP Program Director Erin Wobbekind Powell (firstname.lastname@example.org) or 859-257-6068.
Frequently Asked Questions