Despite the fact that two of every three students in U.S. schools have reading proficiencies below the level needed to adequately do grade-level work, schools don't make a point of offering either high-quality professional development for kindergarten teachers nor expert tutorial instruction for at-risk kindergartners. This means that most schools…

Explores the evolving perspectives of six school members who served as tutors (three first-grade teachers, two Title I teachers, and the school principal) on professional development, classroom language arts instruction, and school-wide literacy curriculum. Describes how the program shifted to teacher development and curriculum reform as school…