A School District Comparison of Reading Achievement Based on Three Reading Programs

Autor/inn/en	McCollum, Sharon; McNeese, Mary Nell; Styron, Ronald; Lee, David E.
Titel	A School District Comparison of Reading Achievement Based on Three Reading Programs
Quelle	In: Journal of At-Risk Issues, 13 (2007) 1, S.1-6 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-1608
Schlagwörter	Basal Reading; Reading Programs; Reading Achievement; Standardized Tests; Academic Achievement; Achievement Tests; School Districts; Grade 3; Methods; Enrollment; Comparative Analysis; Reading Instruction; Wide Range Achievement Test + Suchen Sie Ihr Suchwort? Lesetraining; Leseleistung; Standadised tests; Standardisierter Test; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; School district; Schulbezirk; School year 03; 3. Schuljahr; Schuljahr 03; Method; Methode; Einschulung; Leseunterricht
Abstract	This study compared the reading achievement levels of 323 third grade students from a Caribbean school district receiving instruction from three different programs. Students were identified as at risk with a 95% minority enrollment, 100% free lunch and transportation, and the lowest NAEP test scores in the nation. Total standardized test scores from the Wide Range Achievement Test (WRAT)-Expanded Edition were compared according to instructional methods. The results of an ANOVA showed significant differences. Statistically, the Success for All Group achieved the highest mean score, while there were no significant differences in the mean scores between the Direct Instruction Group and the Basal Reader Group. The importance of this study lies in its effort to analyze available data on three modes of reading instruction. The school district should select one reading program and institute it districtwide after longitudinal quantitative and qualitative data are collected. This study is only the first step in that direction. (Contains 1 figure and 1 table.) (As Provided).
Anmerkungen	National Dropout Prevention Center/Network. Clemson University, 209 Martin Street, Clemson, SC 29631. Tel: 864-56-599; Fax: 864-656-0136; e-mail: ndpc@clemson.edu; Web site: http://www.dropoutprevention.org/ndpcdefault.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10