Accelerate Common Core Success!

Providing intensive intervention for reading/language arts, Gateways™ quickly moves students back into the core curriculum and helps them master the Common Core State Standards through strategies that guarantee success in the classroom and beyond.
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Research-based instructional strategies help students and teachers succeed

Key research on ELLs along with the nation’s top education researchers helped inform all of the instruction and activities in Gateways. The scientifically based instructional sequence at the program’s core precisely targets and addresses the unique needs of at-risk students.
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Proven Instructional routines help ELLs and struggling readers succeed

Gateways sets clear instructional expectations, uses proven instructional strategies, and intervenes and accelerates learning so that struggling readers and English learners gain the skills and confidence they need to get back on track and up to grade-level in reading and writing.
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Gateways™ is a trademark of Houghton Mifflin Harcourt.

• Common Core Success

  Accelerate your students toward Common Core success with Gateways!

  Gateways™ takes into account both sound research-based teaching methods and the real-life needs and abilities of students.

  Literature and Informational Text

  Well-known fiction and nonfiction texts offer a range of reading levels, increasing in text complexity as students move through the program.

  

  Foundational Skill Instruction

  A reliable lesson plan offers predictable routines, with Building Word Study Skills sections focusing on phonological awareness or phonics and Practicing Fluency sections throughout the program.

  Listening and Speaking

  Structured Student Interaction sections to spark collaborative discussions on a variety of topics and texts and embedded questions encourage students to support their statements with evidence.

  Writing

  The only program where students produce 12 complete writing compositions and on-demand pieces and include six Purpose lessons in each chapter incorporate prewriting, drafting, editing, revising, and research report writing in level 4.

  Language

  Conventions of English sections address specific grammar skills and Developing Vocabulary sections attend to Vocabulary Acquisition and Use.

  Common Core State Standards Correlation

  The Gateways curriculum is designed to ensure student mastery of Reading/Language Arts content standards. All standards, strategies, and skills were carefully correlated by grade and built into the appropriate levels of the program. This detailed correlation spans across state Reading standards, Writing standards, Written and Oral English Language Conventions standards, and Listening and Speaking standards.

  Grade 1
  Level 1A (195 KB)	Level 1B (195 KB)
  Grade 2
  Level 1A (186 KB)	Level 1B (191 KB)
  Grade 3
  Level 2 (192 KB)
  Grade 4
  Level 3 (213 KB)
  Grade 5
  Level 3 (203 KB)	Level 4 (211 KB)
  Grade 6
  Level 4 (206 KB)

  Gateways™ is a trademark of Houghton Mifflin Harcourt.

• Making a Difference

  The Situation

  Beaumont Unified School District in Riverside County, California consists of 10 schools, with approximately 8,100 students. Sixty five percent of students are served by Title 1 schools and prior to using Gateways™, the district had no formal program to address Tier III instruction.

  

  The Solution

  During the 2008–2009 academic year, researchers collaborated with officials to examine the impact of Gateways on 276 students in Grades 4–10 in English Language Arts proficiency.

  The Results

  Data analysis revealed that students using Gateways made significant improvement in ELA proficiency from Spring 2008 to Spring 2009. Using Gateways was associated with a significant increase in the percentage of students at or above basic proficiency on the ELA California Standards Tests (CSTs) within the district (see fig. 1), an increase not reported among the comparison students.

  The biggest gains were from some of my weakest students.

  — Intervention Pilot Teacher

  Gateways™ is a trademark of Houghton Mifflin Harcourt.

• Research Base

  Gateways’ instructional approach steeped in scientifically based research

  The purpose of the Pedagogical Research Report is to demonstrate clearly and explicitly the scientific research upon which Gateways™ is based. The report is organized by the four major elements of effective instruction that underpin the program:

  • Using effective approaches
  • Teaching content that is important for student success in reading and language arts
  • Providing universal access to instruction
  • Utilizing assessment effectively to guide instruction

  Gateways Research (1.2 MB)

  Gateways for English Learners (4.6 MB)

  Gateways™ is a trademark of Houghton Mifflin Harcourt.

• Program Authors

  Gateways™ offers current and confirmed research from renowned reading and language arts experts.

  

  Isabel Beck - Program Author

  Professor Emerita and Senior Scientist
  University of Pittsburgh, PA

  Isabel Beck is a Professor Emerita and senior scientist at the University of Pittsburgh, where she teaches reading education courses and conducts reading research. She has conducted extensive research on decoding, vocabulary, and comprehension, and has published her work in over 100 articles and chapters, as well as in several books. Dr. Beck is the recipient of the Contributing Researcher Award from the American Federation of Teachers for "bridging the gap between research and practice," which is Dr. Beck's hallmark.

  Dr. Beck is co-author of Houghton Mifflin Harcourt StoryTown^® and Steck-Vaughn Gateways, Elements of Reading, Vocabulary, and REV it Up!

  Dr. Beck received her Ph.D. in Education from the University of Pittsburgh.

  

  Margaret McKeown - Program Author

  Clinical Professor, School of Education
  Sr. Scientist, Learning Research and Development Center (LRDC)
  University of Pittsburgh

  Margaret G. McKeown is a clinical professor in the University of Pittsburgh School of Education and senior scientist at the University of Pittsburgh's Learning Research and Development Center (LRDC). Her research in the development of vocabulary as it influences reading comprehension and the comprehension students achieve from school texts has been published extensively for both research and practitioner audiences. She was named a Fellow of the American Educational Research Association (AERA) in 2010, being recognized for her exceptional scientific and scholarly contributions to educational research and significant contributions to the field through the development of research opportunities and settings that are nationally and internationally recognized. She was named to the International Reading Hall of Fame in 2008. She is also the recipient of the International Reading Association's (IRA) Dissertation of the Year Award and a National Academy of Education Spencer Fellowship.

  Dr. McKeown is co-author of Harcourt StoryTown, Steck-Vaughn Elements of Reading, Gateways, and R.E.V. it Up!

  Dr. McKeown earned a B.S. in Elementary Education at Skidmore College, an M.S. in Education at Cornell University, and a Ph.D. in Education at the University of Pittsburgh.

  

  Hector Rivera - Program Author

  Assistant Professor
  School of Education and Human Development
  Southern Methodist University

  Hector Rivera is an Assistant Professor in the School of Education and Human Development at Southern Methodist University. After his post-doctoral training, Dr. Rivera worked as a research assistant professor and scientific advisor at the Texas Institute for Measurement, Evaluation and Statistics (TIMES) and Department of Psychology at the University of Houston. His research is focused on child and community development, classroom learning environments, the efficacy of school programs, and teacher professional development in urban and rural settings. Through the office of bilingual education at SMU, Dr. Rivera is currently conducting a collaborative study with Dr. Bill Pulte on the implementation of a research-based program for language revitalization of the Chickasaw Nation. In collaboration with Dr. Patricia Mathes, Dr. Rivera is the PI for a research project focused on the randomized efficacy trial of a core reading curriculum for the primary grades (K–3).

  Dr. Rivera is co-author of Houghton Mifflin Harcourt Journeys, a K–6 reading program, Holt Elements of Literature, and Steck-Vaughn Gateways.

  Dr. Rivera obtained his doctoral degree in Developmental Psychology from the University of California at Santa Cruz. He conducted his post-doctorate training at the Center for Research on Education, Diversity and Excellence (CREDE) in the Department of Curriculum and Instruction at the University of Houston.

  

  Mabel Rivera - Program Author

  Research Assistant Professor
  Texas Institute for Measurement, Evaluation, and Statistics
  University of Houston

  Dr. Mabel Rivera is a Research Assistant Professor at the Texas Institute for Measurement, Evaluation, and Statistics in the University of Houston. She is a former teacher of first grade students and students with special needs in the public school system. Her current research interests include the education and prevention of reading difficulties in English language learners. In addition, she engages in local and national service activities related to preparing personnel to teach students with special needs and presents at national and state conferences.

  Dr. Rivera is co-author of Houghton Mifflin Harcourt Journeys, a K–6 reading program, and Steck-Vaughn Gateways, an intensive intervention reading/language arts program for struggling readers.

  Dr. Rivera received her undergraduate degree from the University of Puerto Rico and her doctorate from Florida State University.

  

  Robin Scarcella - Program Author

  Professor, School of Humanities
  University of California

  Robin Scarcella is a professor in the School of Humanities at the University of California—Irvine, where she also directs the Program of Academic English/English as a Second Language (ESL). A linguist by training, she is best known for her work on academic literacy and second language development. Her most recent work, Accelerating the Development of Academic English, concentrated on defining the features, components, and dimensions of academic English, demonstrating the many ways in which informal and academic language are used, and identifying variables related to students’ development of these two registers of English. In the last few years, Dr. Scarcella's research has focused on instructional practices that support the English language development and academic achievement of adolescents and children who come from linguistic minority families. Author of various methodology books, Dr. Scarcella has developed materials for teaching science and mathematics to struggling readers and has consulted for several national assessment projects. She has edited numerous ESL textbooks, workbooks for middle school and high school English learners in social studies classes, and several research volumes.

  Dr. Scarcella is co-author of Steck-Vaughn Gateways.

  Dr. Scarcella received a M.A. in Education from Stanford University and a Ph.D. in Linguistics from the University of Southern California.

  

  Penelope Chiappe-Collins - Program Author

  Associate Professor, Education at the University of California, Irvine

  Dr. Collins teaches courses on reading instruction in elementary schools, assessment, and educational psychology. A cognitive psychologist by training, her work focuses on the cognitive and linguistic processes involved in reading and mathematics development for normally achieving and learning disabled children from diverse linguistic backgrounds.

  Dr. Collins' primary research interest lies in the areas of learning disabilities and the development of proficiency in reading and mathematics. She is interested in the cognitive processes which underlie learning disabilities and the basic cognitive and linguistic processes involved in academic development for children from diverse linguistic backgrounds. Dr. Collins' research tests the suitability of different models of the stages of reading development for skilled readers and reading disabled students. She has been studying the appropriateness of these stages for children from linguistically diverse backgrounds when learning to read in English.

  Dr. Collins is co-author of Steck-Vaughn Gateways.

  Penelope Chiappe-Collins received her Ph.D. in Applied Human Development from the Ontario Institute for Studies in Education - University of Toronto in 1997. She held a post-doctoral fellowship at the University of British Columbia.

  Gateways™ and StoryTown® are trademarks or registered trademarks of Houghton Mifflin Harcourt.

• Scope and Sequence

  Gateways™ offers explicit and systematic introduction and reinforcement of skills and strategies in the following domains: phonemic awareness, phonics, morphological awareness, fluency, reading, literary response and analysis, conventions of English, writing process, and writing genres.

  Scope and Sequence (138 KB)

  Gateways™ is a trademark of Houghton Mifflin Harcourt.