ERIC Number: ED176216
Record Type: RIE
Publication Date: 1979-May
Reference Count: 0
What Works in Reading? Summary and Results of a Joint School District/Federal Reserve Bank Empirical Study in Philadelphia.
Kean, Michael H.; And Others
More than 1,800 Philadelphia fourth grade students were involved in a study of reading instruction in the Philadelphia elementary schools conducted during the school year 1975-76. Four critical factors were noted as improving reading achievement in the district's elementary schools: the use of the linguistic basal approach to reading instruction, former reading professionals as principals, more time spent in the classroom during class hours by the teacher as opposed to professional or nonprofessional absences, and the use of a combination of whole class instruction and small group instruction. Some of the variables that produced no difference in reading achievement scores were the mobility of the students and busing, the amount of education and experience of the principal, the number of graduate courses in reading taken by the classroom teacher, the professional preparation and experience of the school reading teacher, the time spent on reading instruction, and the small size of classes. (MKM)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Philadelphia School District, PA. Office of Research and Evaluation.