Six Components Reading Approach:

A model for high-dosage tutoring AND professional learning

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Overall designAverage gainsClassroom instructionSocial-emotionalREC-1’s roleSign up

SCRA is based on 5 years of implementation in NM, reading research, and effective strategies identified by the What Works Clearinghouse. SCRA is a powerful approach to significantly improving students’ reading achievement–and for improving teachers’ classroom instruction.

Under the Three Rivers Education Foundation, the SCRA model was implemented in 45 NM school districts, serving more than 12,000 students and 1,500 educators. Results show that this model works!

Proven for K-5. Proven for 6-8. Proven for 9-12
Proven for whole classrooms, small groups, and interventions!

SCRA Components, Tiered Support, and Cost Structure

SCRA Flyer

Research Support

Presentation Slides

REC-1 can help your schools implement SCRA!

Overall Design

  • 2 hours of SCRA reading instruction per week (generally in 2 1-hour sessions), by class, small-group, or intervention group
  • Group size: 3 to 4 students per group for maximum effectiveness
  • Content: Every reading component every week—even for older students
  • Instructional strategies: Strategies identified by the What Works Clearinghouse as having the largest effect sizes
  • Skill development: Focus on individual students’ next-step learning needs and minimize canned, pre-programmed, or computer-based reading instruction
  • Integrated approach: Well-designed activities incorporate multiple components
  • Assessment: Pretest and posttest
  • Support: Training, on-going coaching, instructional reviews, and data analysis

Sounds good. How do I sign up?

Average Gains Per Semester

See the graphs below. Note that as students entered the program farther behind, their average growth was greater. They were cognitively ready for greater performance…and just needed support that focused on their needs.

Pretest and Posttest Reading Grade Levels

Average Gain in Reading Grade Levels

The most important factor: With all other conditions the same, the most important factor for maximum growth is…Instruction in all 6 components of reading.

Overall averages:

  • Non-6 components every week: 0.7 grade-level gain per semester (pretty good results)
  • 6 components every week: 1.38 grade-level gain per semester (much better results!)

Where’s the curriculum?

What reading program do you use? What is the curriculum? The answers are “none” and “we don’t have one.” Instead, we have an approach, instructional guidelines, espoused strategies, and a set of expectations for tutors to follow.

Instead of giving teachers a set of plans to follow, we teach the strategies to the tutors and help them design lesson activities as appropriate to individual learners, ensuring that lessons address all reading components. The result is a tailored, thoughtful, effective instructional environment that addresses students’ needs.

The approach WORKS! By helping teachers understand reading strategies and focus on students’ needs, we give them the tools to improve instruction, not only in tutoring groups but also in the full classroom setting.

Improved Classroom Instruction

The tutor training and support, combined with practice in designing thoughtful lessons for tutoring sessions, results in improved classroom instruction, too. All students can benefit, not just those in tutoring, because your teachers become more effective at teaching reading.

How do we know this?

First, we surveyed teachers and their principals, asking whether the teachers improved their knowledge of reading,  reading instruction, and overall effectiveness. Responses from both groups were overwhelmingly positive.

Next we followed up these qualitative findings by looking at actual state assessment data. We compared PARCC data for 3rd grade non-tutored students in tutors’ and non-tutors’ classrooms across 4 diverse districts. On average, students in tutors’ classrooms had higher PARCC scores than their peers in non-tutors’ classrooms.

What this means:

Serving as a teacher in the SCRA model is effective professional development that translates to improved student achievement in the classroom!

The Social-Emotional Effect

We collected letters and emails from parents, teachers/tutors, and administrators. They consistently indicated that tutoring had a positive affect on students’ social-emotional development.

What teachers told us:

What parents told us:

  • Students are excited about their gains and about learning
  • Students are more willing to take risks and try their best in classrooms
  • Students participate more in the classroom
  • Students are excited to work together
  • Their children like going to tutoring and are more excited about going to school
  • Their children enjoy working with their teachers
  • Their children are excited about reading: they want to read
  • Their children are more willing to work hard at school

What tutoring with the SCRA model means to kids
(Video discussion from the prior implementation of the SCRA model, through the Three Rivers Education Foundation)

What REC-1 Does to Help You Implement SCRA

Regional Coach

  • Help select students and teachers, set-up schedules, designate student grouping
  • Provide initial (per semester) training
  • Facilitate monthly cohort PLC sessions
  • Collect and monitor instructional plans, track attendance
  • Assist with instructional delivery and planning

REC-1 staff

  • Distribute instructional resources and guidance documents
  • Conduct monthly quality control review of instructional reporting
  • Provide semester and annual data analysis and reporting

Ready to Sign Up?

Contact: David Bowman
Executive Director and Reading Specialist
Four Corners Regional Education Cooperative #1