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ERIC Number: ED327830
Record Type: RIE
Publication Date: 1990-May
Pages: 168
Abstractor: N/A
Reference Count: N/A
Effective Implementation of a Comprehension-Improvement Approach in Secondary Schools.
Levine, Daniel U.; Sherk, John K.
This report describes in depth the implementation and impact of instructional strategies to improve students' comprehension skills at three diverse urban secondary schools. While activities and characteristics varied, educators at all three locations were implementing local variations of a school-improvement approach based on the use of the Degrees of Reading Power (DRP) approach intended to help teachers acquire and use comprehension-improvement strategies in the classroom. Following an introduction, the first chapter describes the program at the ninth-grade School-within-a-School (SWAS) program for low-achieving students in Kansas City, Missouri, high schools. The second chapter discusses the Elizabeth Barrett Browning Intermediate School 115 in the Bronx, New York (grades 6-8), while the third chapter deals with Apopka High School (grades 9-12) in the Orange County Public Schools in the Orlando, Florida, metropolitan area. The final chapter contains discussion and conclusions. The report notes that at all three schools, gains appear to have been made with respect to students' reading comprehension performance on the DRP test; and that emphasis in improvement efforts included substantial staff development, activities to motivate students, and utilization with local variations of an approach the College board developed to help teachers acquire and implement instructional strategies for enhancing students' comprehension. Three figures and 26 tables of data are included. A glossary of strategies and a list of 60 references and related materials are appended. (SR)
Publication Type: Reports - Research; Guides - Non-Classroom
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Missouri Univ., Kansas City. Center for the Study of Metropolitan Problems in Education.
Identifiers: Degrees of Reading Power; Kansas City Public Schools MO; New York City Board of Education; Orange County Public Schools FL
Note: For a summary of this report, see CS 010 386. Frequent faint, blurred, smudged type.