ERIC Number: ED369058
Record Type: RIE
Publication Date: 1993
Reference Count: N/A
Chapter 1 Developer/Demonstration Program Learning To Read through the Arts 1992-93. OREA Report.
Cason, Harry; Meter, Carol, Ed.
This study describes the 1992-93 Chapter 1 Developer/Demonstration Program, Learning to Read through the Arts (LTRTA), and evaluates the effectiveness of its implementation. The program offers intensive holistic reading and reading-oriented arts instruction to Chapter 1-eligible students, using an interdisciplinary, thematic approach that integrates a total arts program with a total reading and writing program. The program employs the services of reading teachers and artist/teachers, who provide eligible students with 2.5 hour workshops 2 days every week. In 1992-93, each class of LTRTA students received 64 days of instruction, for a maximum of 150 hours of instruction. Four classes were serviced at each of the eight LTRTA school-based sites, resulting in a total of 32 classes receiving LTRTA instruction. Evaluators reviewed program documents, interviewed program staff, observed program sites and classes, and analyzed students' scores on standardized reading tests. The evaluation team identified nine factors crucial to program success: (1) a thematic curricula; (2) flexibility in developing curricula; (3) multi-modal instruction; (4) access to original art and art institutions; (5) ongoing student assessment; (6) a commitment to developing alternative assessment methods; (7) staff development; (8) parental involvement in the program; and (9) school administration support for the program. Staff members agreed that the program had a positive impact on students' development academically, artistically, personally, and socially. (Four tables and seven figures of data are included. Appendixes contain an overview of several 1992-93 sites; criteria for assessing reading, writing, and art; and a parent opinion questionnaire.) (RS)
Descriptors: Art Activities, Art Education, Educational Research, Elementary Education, Elementary School Students, Holistic Approach, Interdisciplinary Approach, Program Descriptions, Program Effectiveness, Program Evaluation, Public Schools, Reading Instruction, Remedial Programs, Writing Instruction
Office of Research, Evaluation, and Assessment, New York City Board of Education, 110 Livingston Street, Room 734, Brooklyn, NY 11201.
Publication Type: Reports - Evaluative; Tests/Questionnaires
Education Level: N/A
Authoring Institution: New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment.
Identifiers: Education Consolidation Improvement Act Chapter 1; Learning to Read Through the Arts Program; New York City Board of Education
Note: For the 1990-92 report, see ED 355 501.