Effective Reading Programs for Middle and High Schools: A Best-Evidence Synthesis

Autor/inn/en	Slavin, Robert E.; Cheung, Alan; Groff, Cynthia; Lake, Cynthia
Titel	Effective Reading Programs for Middle and High Schools: A Best-Evidence Synthesis
Quelle	In: Reading Research Quarterly, 43 (2008) 3, S.290-322 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1598/RRQ.43.3.4
Schlagwörter	Control Groups; Reading Programs; Professional Development; Teaching Methods; Improvement Programs; Reading Improvement; Meta Analysis; Inferences; Reading Instruction; Multimedia Instruction; Computer Assisted Instruction; Instructional Effectiveness; Synthesis; Literature Reviews + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Effizienzsteigerung; Meta-analysis; Metaanalyse; Inference; Inferenz; Leseunterricht; Multimediales Lernen; Computer based training; Computerunterstützter Unterricht; Unterrichtserfolg
Abstract	This article systematically reviews research on the achievement outcomes of four types of approaches to improving the reading of middle and high school students: (1) reading curricula; (2) mixed-method models (methods that combine large-and small-group instruction with computer activities); (3) computer-assisted instruction; and (4) instructional-process programs (methods that focus on providing teachers with extensive professional development to implement specific instructional methods). Criteria for inclusion in the study were use of randomized or matched control groups, a study duration of at least 12 weeks, and valid achievement measures that were independent of the experimental treatments. A total of 33 studies met these criteria. The review concludes that programs designed to change daily teaching practices have substantially greater research support than those focused on curriculum or technology alone. Positive achievement effects were found for instructional-process programs, especially for those involving cooperative learning, and for mixed-method programs. The effective approaches provided extensive professional development and significantly affected teaching practices. In contrast, no studies of reading curricula met the inclusion criteria, and the effects of supplementary computer-assisted instruction were small. (Contains 4 tables and 4 notes.) (As Provided).
Anmerkungen	International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10