Research

At Motheread, Inc., we know that for students to be engaged and motivated, instruction must be relevant to their lives. From the start, we have taught students while researching and adapting to what they teach us. Our curriculum development and evaluation processes engage scholars, education experts, and researchers who help us make instruction relevant, meaningful, and effective.

Local Program Assessment

Literacy Invites and Nurtures Kids’ Success (L.I.N.K.S.) Wake County Project Assessment
This  report  presents  results  of  an  assessment,   conducted  in  seven  child  care  centers  located  in  Wake   County  that  explored  teachers’  classroom  practices   following  specialized  LINKS  training  using  the   Motheread  approach.  The  training  highlighted   effective  use  of  pedagogical  practices  known  to   enhance  students’  literacy  development  and  increased   engagement  with  books. The  assessment  focused  on   teachers’  consistency  and  program  fidelity  in  using   sustained  practices  reflective  of  their  training.  Results   revealed  increased  effectiveness  among  teachers’   application  of  classroom  practices  supportive  of   student  learning  and  literacy  development.  Teachers   were  knowledgeable  about  the  approach  and   comfortable  using  the  methods  learned.  Moreover,  the   learning  environment  for  students’  reading  and   meaningful  engagement  with  books  increased,  with   modest  assistance  still  merited  in  teachers’  design  of   learning  spaces  for  reading  engagement  and  system   support  from  center  directors  for  their  efforts.

Click on the link below to read the full report
Wake County L.I.N.K.S. Report

 

Research Studies

Studies have demonstrated the success of the Literacy Invites and Nurtures Kids’ Success (LINKS) initiative. As part of the initiative, childcare teachers learn literacy skills and effective teaching strategies to use in their classrooms as well as how to involve parents in literacy activities at home. Dr. Bertha M. Gorham, then director of the Early Childhood and Family Support program at RTI International, conducted a follow-up study of the LINKS process. She found that teachers who participated in the initiative improved their literacy practices in reading storybooks to preschoolers, regardless of the teacher’s race, previous education, or years of experience. In surveys after the LINKS programming ended, 97 percent of caregivers said they knew more about emergent literacy for the ages of children they served. The same percentage reported that they were using their new knowledge and skills.

Not only have early childhood educators benefited from this initiative, so have the children in their classrooms.  A second study was conducted by Dr. Jody L. Cleven of North Carolina State University.  This research examined the effects of Story Exploring training and mentoring on the receptive and expressive vocabulary and story retelling of 121 four-year-old children.  Analysis showed that on expressive vocabulary, children taught by teachers who received the training and mentoring significantly outperformed children whose teachers did not receive training and mentoring.  Data also showed a highly significant difference among scores for children in the two groups on the retelling rubric.

 

Research Material

Measuring Success—Review of Research and Evaluation (PDF, 303KB)
Research Bibliographies (PDF, 30KB)
Research Bibliographies – Children (PDF, 17KB)
Training and Mentoring Childcare Providers in Storysharing (PDF, 29KB)
Early Literacy Initiatives PDF, 26KB)
Research Project for Contextualized Teaching (PDF, 29KB)
Research Basis for Story Exploring (PDF, 57 KB)

 

Public Information Material

Motheread Report to the Community 2009-2010 (PDF, 2.7MB)
Literacy Changes Lives (PDF, 416KB)
NCCCS 2008-2009 Annual Report (PDF, 1.06MB)
Measuring Success—Review of Research and Evaluation (PDF, 303KB)
Patterns for Change, NCCCS 2009-2010 Annual Report (PDF, 2.6MB)

 

Curriculum Scholars

Ceola Baber
Assistant Professor, Education
University of North Carolina at Greensboro

Kimberly M. Blaeser
Assistant Professor, English and Comparative Literature
University of Wisconsin at Milwaukee

Valerie Brown
Independent Scholar/Consultant
Raleigh, North Carolina

Sally Buckner
Professor, English
Peace College

Victoria E. Campos
Assistant Professor, Romance Languages
Wake Forest University

Alma Concepcion
Independent Scholar/Artist
Princeton, New Jersey

Jim Conner
Specialist, Adult Education
North Carolina Department of Community Colleges

Hanna Fingeret
Executive Director, Literacy South
Associate Director, Adult Education
North Carolina State University

Lauro H. Flores
Chair, Latin American Studies
University of Washington, Seattle

Barbara Fox
Director, Graduate Programs
Coordinator, Graduate Studies in Reading
North Carolina State University

Juanita Garciagodoy
Professor, Spanish
Macalester College

Susan Jane Gardner
Assistant Professor, English
University of North Carolina at Charlotte

Catherine Ingram-Fogel
Coordinator, Department of Women and Children
University of North Carolina School of Nursing

Stanley Knick
Assistant Professor, Anthropology and Director, Native American Resource Center
Pembroke State University

Beverly Jones
Professor, History and 
Director, Institute on Desegregation
North Carolina Central University

Laura Justice
Assistant Professor, Education
University of Virginia

Ralph Larossa
Professor, Sociology
Georgia State University

Henry Levinson
Professor, Religious Studies and Chairman, Religious Studies
University of North Carolina at Greensboro

Christena Nippert-Eng
Assistant Professor, Social Sciences
Illinois Institute of Technology

Ramon Eduardo Ruiz
Professor Emeritus, Latin American History
University of California, La Jolla

Hephzibah Roskelly
Professor, English
University of North Carolina at Greensboro

Mary Dunn Siedow
Director, North Carolina Literacy Resource Center
Raleigh, North Carolina

Catherine Snow
Henry Lee Shattuck Professor of Education
Harvard University

Joseph Sparling
Senior Investigator, Frank Porter Graham Child Development Center
University of North Carolina at Chapel Hill

Elizabeth Sulzby
Professor, Education
University of Michigan

Lynn Vernon-Feagans
William C. Friday Distinguished Professor of Early Childhood, Families, and Literacy and Professor of Psychology
University of North Carolina at Chapel Hill

Mark I. West
Professor, English and American Studies
University of North Carolina at Charlotte

Peter H. Wood
Professor, History
Director, Graduate Studies
Duke University

Terry Zug
Professor, English
University of North Carolina at Chapel Hill

 

Evaluation Scholars

Dorothy Browne
Associate Professor, Maternal and Child Health
University of North Carolina at Chapel Hill

Bertha Gorham
Independent Scholar/Researcher
Research Triangle Institute

Lucinda MacKethan
Professor, English
North Carolina State University

Sandra L. Martin
Assistant Professor, Maternal and Child Health
University of North Carolina at Chapel Hill

Andrew Pates
Independent Scholar/Researcher
Snow Camp, North Carolina

Patricia Pearce
Assistant Professor, Child Development
Coordinator, Birth-Kindergarten Teacher Certification
Meredith College