Too many children in low-performing schools are on a path to failure because they are not learning the fundamental skills that result in life-long readers. A substantial body of research is clear that achieving the goal of reading at grade level by the end of third grade is foundational to future success. Reading Explorers programs embrace this challenge by providing high quality school-based interventions.

Our goal is to improve the reading and comprehension skills of participating students so they are able to master reading benchmark tests at the end of the third grade. So far, we have tested two interventions, our intensive Summer Reading program and our Weekly Reading program. Both 1st-3rd grade programs, were piloted at Edwards Elementary School with the goal of replicating the model in other Northeast Oklahoma City public schools once systems and tools yield desired results and as additional partners express interest in joining.

Research on School-Based Interventions

We know that reading failure begins early and grows worse as students move through the education system. According to the 2011 National Assessment of Educational Progress, one third of all fourth graders, and half of all black and Hispanic fourth graders, failed to demonstrate even a basic level of reading proficiency. The Brookings Institute claims that retention of students who have not acquired basic reading skills by third grade is no substitute for the development of a comprehensive strategy to reduce the number of struggling readers. The Institute recommends three approaches to successful intervention:

Finally, much attention is being paid to the reading deficit of low income children, with national funders organizing in the Campaign for Grade Level Reading, launched in 2011 by the Annie E. Casey Foundation. The Campaign seeks to align communities and funders in ways that improve third grade reading scores, with its research focused on three direct causes for delays: lack of early childhood education, absenteeism, and summer learning loss.

The Reading Explorers program provides intensive one-on-one instruction to students at the earliest stages of their academic careers. Our program leads work to identify the most targeted reading intervention and work to communicate our findings with teachers and school administrators with hopes of improved school-based instructional and support practices over time.

Reading Explorers Summer Program

In the summer of 2011, IMCI engaged more than 30 state, local and community leaders to pilot an intensive summer reading camp at Edwards Elementary, resulting in significant reading improvements. During both the 2011 and the 2012 5-week summer programs, students grew an average of 3 months in reading – proving that with a little bit of fun and a lot of hard work, students living in even the most dire of circumstances are able to succeed in school. Read more about our Summer Reading Program

Reading Explorer’s Weekly Reading Program

Beginning as early as the fall of 2010, the Reading Explorers Weekly Reading Program has implemented a number of during and after school literacy interventions at Edwards Elementary. In partnership with faith-based organizations and local corporations, our work has sought to successfully prepare all students at Edwards Elementary to complete the third grade on reading level. Currently, an estimated 75 Edwards Elementary students read once a week alongside a caring adult, known as a reading coach. Some students do not read with a coach and instead spend time with their teacher in a smaller group intervention session.

Dedicated to improved outcomes for Oklahoma City Public School students, SandRidge Energy and Public Strategies each offer their employees the opportunity to opt into the program and volunteer once a week for an hour.

Anticipated Outcomes

While reading success by the end of the third grade is the primary goal of Reading Explorer programs, additional outcomes may include: contributing to the on-going development of a comprehensive community strategy, influencing in-school instruction toward an increased focus on differentiated approaches, increased parent investment and engagement in student academic success, and generating a heightened awareness and investment for OKC adults in both the success of low income children and improved public school outcomes.

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