Preventing Early School Failure: What Works? Report No. 26.

Autor/inn/en	Slavin, Robert E.; und weitere
Institution	Center for Research on Effective Schooling for Disadvantaged Students, Baltimore, MD.
Titel	Preventing Early School Failure: What Works? Report No. 26.
Quelle	(1991), (23 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Academic Failure; Class Size; Disadvantaged Youth; Early Intervention; Early Reading; Educational Media; Grade Repetition; Grade 1; Kindergarten; Low Income; Preschool Education; Prevention; Primary Education; Reading Failure; Teacher Aides; Tutoring + Suchen Sie Ihr Suchwort? Schulleistung; Klassengröße; Benachteiligter Jugendlicher; Frühlesen; Bildungsmittel; Unterrichtsmedien; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; School year 01; 1. Schuljahr; Schuljahr 01; Niedriglohn; Pre-school education; Vorschulerziehung; Prävention; Vorbeugung; Primarbereich; Reading disability; Reading weakness; Leseschwäche; Handreichung; Lehrerhilfe; Förderkonzept; Nachhilfeunterricht
Abstract	This report summarizes research on the impacts of alternative early intervention programs to prevent school failure. Also considered are the magnitude of estimates of program effects and policy implications of using the programs. The nine principal types of early schooling programs reviewed are those involving: (1) substantial reductions in class size; (2) provision of instructional aides in the early grades; (3) preschool for 4-year-olds; (4) extended-day kindergarten; (5) retention in kindergarten and first grade; (6) provision of transitional first grade, developmental kindergarten, and other extra-year programs for immature or at-risk children; and (7) one-to-one tutoring; and (8) IBM's Writing to Read Program; and (9) Success for All program. The review concludes that among the nine strategies, the most effective by far for preventing early school failure are those that involve one-to-one tutoring in reading for first graders, especially in structured models that use well-trained certified teachers as tutors. Such programs not only have the greatest immediate effects on reading achievement, but they are also the only programs known to have lasting effects, at least through the third grade. Appended are 62 references. (Author/GLR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC