Charlene Cobb is the author of Wright Group Early Reading Intervention™. In this interview, she discusses the importance of early reading invention, the definition of "reading" at the pre-school, kindergarten and first grade levels and her thoughts about intervention.

1) Tell us about yourself – your background and experience.

I have been in the education industry for 20 years, beginning as a teacher in the Chicago area. I've also served as reading specialist and director of literacy. Currently, I am an educational consultant, and I work with schools and districts nationwide to provide support for K-12 literacy programs.

With the publication of Wright Group Early Reading Intervention™, I am now also a proud Wright Group/McGraw-Hill author. In addition, I recently co-authored "Teaching Vocabulary Across the Content Areas, an ASCD Action Tool," with the Association for Supervision and Curriculum Development. It was awarded the 2008 Distinguished Achievement Award for Professional Development by the Association of Educational Publishers.

Beginning this fall, I will take on a new role as an assistant professor at Roosevelt University.

1) What got you into early reading intervention?

First, I've always been passionate about learning to read. Second, I see myself as an advocate for children, especially struggling readers. My goal is to reach students who do not see themselves as readers to help them develop an interest and desire for reading.

2) Third, how do YOU define reading at the pre-school level or even first grade level?

Reading is a complex cognitive task at any age. However, for students in PreK to Grade 1, there are critical pieces that must be in place in order for them to be successful lifetime readers. These students need knowledge of the names and sounds of the alphabet. They also need to know how to segment and blend sounds in words. There is a body of research to support these as critical to reading success. That said, just spending time on letters and sounds will not guarantee a student's ability to comprehend. Students in PreK to Grade 1 also need access to many books. They need to be read to and read with others.

3) What is the biggest problem that you see that kids bring with them to school in terms of "reading"?

For many students, it is the lack of background knowledge and experience with print. Without these experiences, learning to read is more difficult. When students do not experience success in reading, they are less likely to engage and continue reading. The students who can read, read more and improve. The students who struggle, read less. Research shows higher-achieving students read approximately three times as much each week as their lower-achieving classmates. This difference in the amount of reading is a major contributor to the achievement gap for all students.

While developing Wright Group Early Reading Intervention, this was a key issue we wanted to address, so we created as many opportunities for reading as possible.

Wright Group Early Reading Intervention provides the extra reading opportunities low-performing students need with instructional routines built around reading and re-reading books. For example, in the Grade 1, students may read up to seven times within each 30-minute session. The curriculum also provides substantial book collections to ensure that students read new materials every day.

4) Do you find many pupils with difficulty in sounding out words or "phonemic awareness"?

There is a difference between phonemic awareness and decoding, or sounding out words. As I mentioned earlier, students who have not developed proficiency in naming the letters of the alphabet, understanding the sounds associated with the letters, and being able to graphically represent the letters in writing will struggle with reading. Wright Group Early Reading Intervention specifically focuses on helping students to quickly develop this proficiency by devoting time in each lesson for phonics and word study.

5) Are those BIG PICTURE BOOKS helpful in getting kids interested in reading?

Big books can be very helpful as a tool for reading instruction. Teachers frequently use big books to model fluent reading and tracking print. When working with small or large groups, the enlarged format of a big book can keep students engaged. However, the big book itself is simply a tool that can be used by effective teachers to teach reading. It is the instruction, not just the text, that matters. This is why Wright Group Early Reading Intervention includes systematic and strategic instruction to support and accelerate student learning.

6) I have noticed some books that come with CDs and cassettes. Do you find these devices helpful?

CDs and cassettes can also be helpful instructional tools. Some students benefit from additional auditory interactions with text. Teachers may have students listen to a text before it is read, especially if the text poses some difficulty. Other times, teachers may have students listen to a text after it has been read. As with big books, the instructional plan for using these is the critical component to their effectiveness.

7) How do you develop a culture of reading in the schools with which you work?

A culture of reading develops in schools when teachers and administrators share in the leadership for creating a community of learners. Teachers need time to talk within and across grade levels about what they want students to know, understand, and be able to do as a result of their learning. They need to develop a guaranteed and viable curriculum that provides all students with the opportunity to learn. When I work with schools, this is where I begin.

8) How does your program differ from others on the market?

What makes Wright Group Early Reading Intervention unique is its focus on acceleration, rather than remediation. Many interventions programs on the market break the task of reading into smaller parts. This extends the amount of time needed for instruction. As a result, students are less likely to close the achievement gap with their higher-performing peers.

Wright Group Early Reading Intervention is an integrated approach with intensive instruction designed to quickly move students to grade level. Many current intervention programs for primary students focus on phonemic awareness and isolated phonics skills at the expense of reading comprehension. Wright Group Early Reading Intervention includes an effective phonics strand, as well as addressing fluency and comprehension. All of the elements identified by the National Reading Panel as essential for reading success are provided in each lesson. Students also have many opportunities to read connected text. The volume of reading provided by Wright Group Early Reading Intervention distinguishes it from other programs.

9) I personally believe that we have to have a good K-12 reading program. We need to be focusing on it at each and every grade level in order to produce readers who are reading for college or the real world. Your thoughts?

This is absolutely right. We need research-based, effective programs for all readers at every grade level. We need effective instruction provided by highly qualified teachers. The recent focus on Response to Intervention (RTI) addresses this quite well. The intent of RTI is good "first instruction," provided within the classroom by a well-qualified teacher who understands how to differentiate instruction to meet the needs of all students. When good "first instruction" occurs, many students are able to be successful. However, not all students come to school with the same set of knowledge and experience. This is where the tiers of intervention within RTI come into play. Some students need support from the classroom teacher within the structure of the regular curriculum. There are sometimes referred to as Tier 1 students. Other students need the regular curriculum as well as supplemental instruction. There are referred to Tier 2 students. Wright Group Early Reading Intervention is specifically designed for use with Tier 2 students. By providing early intervention to accelerate reading achievement, these students will close the gap with their more proficient peers. Effective early intervention provides students with a greater opportunity and preparation for reading in middle school, high school, and beyond.

10) What question have I neglected to ask?

I would encourage educators who are looking for a cost-effective, proven solution to early reading intervention to learn more about this new program.

Because the program was designed to be delivered by certified teachers or trained paraprofessionals under the guidance and supervision of a reading specialist, Wright Group Early Reading Intervention is a cost-effective solution for schools and districts to deliver services to more students.

In addition, we have schools that tested earlier versions of the program with great success. To learn more about the field studies, download the research report at

http://www.wrightgroup.com/index.php/home/literacy/wrightgrouperi/research/716.