A Longitudinal Study of Enhancing Critical Thinking and Reading Comprehension in Title I Classrooms

Autor/inn/en	VanTassel-Baska, Joyce; Bracken, Bruce; Feng, Annie; Brown, Elissa
Titel	A Longitudinal Study of Enhancing Critical Thinking and Reading Comprehension in Title I Classrooms
Quelle	In: Journal for the Education of the Gifted, 33 (2009) 1, S.7-37 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3532
Schlagwörter	Units of Study; Reading Comprehension; Critical Thinking; Program Effectiveness; Program Evaluation; Student Development; Intervention; Comparative Analysis; English Curriculum; Achievement Gains; Models; Disadvantaged Youth; Low Income Groups + Suchen Sie Ihr Suchwort? Lerneinheit; Leseverstehen; Kritisches Denken; Programme evaluation; Programmevaluation; Achievement gain; Leistungssteigerung; Analogiemodell; Benachteiligter Jugendlicher
Abstract	A longitudinal study of student growth gains was conducted in Title I schools to assess growth in reading comprehension and critical thinking. Results suggested that all students benefited from the intervention of Project Athena units of study designed for high-ability learners. In addition, the study suggested that the comparison curriculum also benefited learners. Implications for practice include the use of high-level curriculum with all learners to elevate instruction and enhance critical thinking. Implications for scholarship include the need for studies that examine the specific nature of gains for different types of learners and schools using hierarchical linear modeling techniques. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10