Language Development Component, Compensatory Language Experiences and Reading Program 1988-89. Final Evaluation Report.

Autor/inn/en	Lore, Rosemary; Chamberlain, Ed
Institution	Columbus Public Schools, OH. Dept. of Evaluation Services.
Titel	Language Development Component, Compensatory Language Experiences and Reading Program 1988-89. Final Evaluation Report.
Quelle	(1989), (77 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Communication Skills; Compensatory Education; Computer Assisted Instruction; Elementary Education; Individualized Instruction; Individualized Reading; Junior High Schools; Parent Participation; Program Effectiveness; Program Evaluation; Public Schools; Reading Difficulties; Reading Instruction; Reading Programs; Remedial Programs; Underachievement + Suchen Sie Ihr Suchwort? Kommunikationsstil; Kompensatorischer Unterricht; Computer based training; Computerunterstützter Unterricht; Elementarunterricht; Individualisierender Unterricht; Sekundarstufe I; Elternmitwirkung; Programme evaluation; Programmevaluation; Public school; Öffentliche Schule; Reading difficulty; Leseschwierigkeit; Leseunterricht; Förderprogramm; Performance deficiency; Leistungsschwäche
Abstract	Intended to improve language and reading skills of selected underachieving students, the 1988-89 Compensatory Language Experiences and Reading Program (CLEAR) of the Columbus, Ohio, public schools served 4,902 pupils in grades 1-8 in 102 schools. The program featured individual and small group instruction arranged according to pupil needs, as well as projects utilizing computer-assisted instruction (CAI). The program was evaluated through administration of the Comprehensive Tests of Basic Skills as pretest and posttest. Test results indicated that of 2,352 pupils with good attendance records who were native speakers of English, average test score gain was 5.9 Normal Curve Equivalent (NCE) points for the 5.7 months of instruction, which met the program objective of 1.0 NCE per month of instruction. Analysis by grade revealed that the objective was met in grades 3 and 4. Average NCE gains for students using CAI were higher than those for the regular group in grades 2 and 3 and lower in the remaining grades. Recommendations include determining the cause for less growth at certain grade levels, continuing the Whole Language treatment group, encouraging more parent participation, and improving coordination with classroom teachers. (Fourteen tables of data are included; appendixes include four additional tables of data, and survey and evaluation instruments.) (RS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC