Effective Beginning Reading Programs: A Best-Evidence Synthesis

Autor/inn/en	Slavin, Robert E.; Lake, Cynthia; Chambers, Bette; Cheung, Alan; Davis, Susan
Institution	Center for Data-Driven Reform in Education (CDDRE)
Titel	Effective Beginning Reading Programs: A Best-Evidence Synthesis
Quelle	(2009), (168 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Evidence; Control Groups; Beginning Reading; Reading Programs; Academic Achievement; Phonological Awareness; Educational Technology; Kindergarten; Grade 1; Teaching Methods; Synthesis; Best Practices; Literature Reviews; Meta Analysis; Achievement Gains; Reading Achievement; Outcomes of Education; Matched Groups; Curriculum Development; Professional Development; Program Effectiveness; Educational Practices; Instructional Effectiveness; Time on Task + Suchen Sie Ihr Suchwort? Evidenz; Erstleseunterricht; Schulleistung; Unterrichtsmedien; School year 01; 1. Schuljahr; Schuljahr 01; Teaching method; Lehrmethode; Unterrichtsmethode; Meta-analysis; Metaanalyse; Achievement gain; Leistungssteigerung; Leseleistung; Lernleistung; Schulerfolg; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungspraxis; Unterrichtserfolg; Zeitaufwand
Abstract	This article systematically reviews research on the achievement outcomes of four types of approaches to improving the beginning reading success of children in kindergarten and first grade: Reading curricula, instructional technology, instructional process programs, and combinations of curricula and instructional process. Study inclusion criteria included use of randomized or matched control groups, a study duration of at least 12 weeks, valid achievement measures independent of the experimental treatments, and a final assessment at the end of grade 1 or later. A total of 63 studies met these criteria. The review concludes that instructional process programs designed to change daily teaching practices have substantially greater research support than programs that focus on curriculum or technology alone. In particular, positive achievement effects were found for "Success for All, PALS," phonological awareness training, and other programs focused on professional development. (Contains 5 tables.) (As Provided).
Anmerkungen	Center for Data-Driven Reform in Education. Johns Hopkins University, 200 West Towsontown Boulevard, Baltimore, MD 21204. Web site: http://www.education.jhu.edu/crre
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10