An Evaluation of the Effectiveness of the Prescriptive Reading Inventory Reading System in Seattle Public Schools, 1983-84.

Autor/inn/en	Gabriel, Roy M.; Estes, Gary D.
Institution	Northwest Regional Educational Lab., Portland, OR. Assessment and Evaluation Program.
Titel	An Evaluation of the Effectiveness of the Prescriptive Reading Inventory Reading System in Seattle Public Schools, 1983-84.
Quelle	(1985), (146 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Competency Based Education; Curriculum Evaluation; Educational Assessment; Elementary Education; Language Arts; Mastery Tests; Program Evaluation; Reading Achievement; Reading Instruction; Reading Materials; Reading Programs; Reading Tests; California Achievement Tests + Suchen Sie Ihr Suchwort? Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; assessment; Bewertungssystem; Elementarunterricht; Sprachkultur; Programme evaluation; Programmevaluation; Leseleistung; Leseunterricht; Lesetest
Abstract	The adoption by Seattle (Washington) Public Schools of the Prescriptive Reading Inventory Reading System (PRI-RS) was a decision driven by the district's commitment to effective schooling. The PRI-RS is a criterion referenced approach to the instruction and assessment of reading skills, and it consists of five levels, A through E, coordinated with grade levels. The evaluation reported here consists of three major activities: (1) a statistical analysis of a district-wide data base, including demographic PRI use, and achievement data on more than 31,000 students; (2) structured interviews with principals and teachers in six schools in the district; and (3) an analysis of curricular match among PRI, California Achievement Test (CAT), and school reading curricula. Results indicate that: (1) the use of the PRI was highest for the early grades and significantly lower in Grades 7 and 8; (2) the average student in Grades 1-6 took five to six mastery tests before Spring CAT testing; (3) the frequency of PRI use was not a significant determinant of reading or language arts achievement gains; (4) quality PRI use was associated with achievement gains in reading or language arts; (5) PRI instructional materials contain many good items, but require extra work to implement; (6) effective classroom management strategies are critical in using the system well; and (7) the TRACER reporting system is burdensome and error-filled. (TJH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC