Literaturnachweis - Detailanzeige
| Autor/in | Pollock, John S. |
|---|---|
| Institution | Columbus Public Schools, OH. Dept. of Program Evaluation. |
| Titel | Title I Early Literacy Reading Program. Final Evaluation Report 1996-97. Elementary and Secondary Education Act--Title I. |
| Quelle | (1997), (37 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Beginning Reading; Early Intervention; Elementary School Students; Emergent Literacy; Grade 1; Grade 2; High Risk Students; Instructional Effectiveness; Outcome Based Education; Parent Participation; Primary Education; Program Effectiveness; Reading Instruction; Reading Programs; Reading Research; Urban Education; Writing Instruction |
| Abstract | A study evaluated the Title I Early Literacy program that served 1,503 underachieving pupils in grades 1 (1,169) and 2 (334) in the Columbus, Ohio, public schools. The purpose of the Early Literacy program was to provide early intervention to underachieving first- and second-grade pupils who appeared unlikely to learn to read successfully without additional reading instruction. The program featured small group instruction each day for 40-45 minutes on reading and writing activities. A major part of the evaluation effort was accomplished through the administration of the Metropolitan Achievement Tests (MAT7, 1992). Administered on a spring-spring test cycle, the test series served as the pretest and posttest for grade 2 pupils. the spring administration to grade 1 pupils in April, 1996 served as the pretest for grade 2. Results indicated that: (1) 70.3% of a treatment group of 944 pupils displayed over time each of 3 strategic processing behaviors (constructing meaning, monitoring reading, and integrating sources of information; (2) 382 (53.4%) grade 1 pupils read 5 or more books at level 8 or above and 146 (64.0%) grade 2 pupils independently read at least 5 books at text reading level 15 or above; (3) in reading comprehension, discontinued pupils (61) gained 0.85 normal curve equivalents (NCEs) and not discontinued pupils (97) lost 7.88 NCEs; and (4) parent involvement information showed that 3,728 contact were made with program teachers. Findings support continuation of the program with consideration given to 7 areas of concern. (Contains 10 figures of data.) (RS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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