Direct linkERIC Number: ED537975
Record Type: Non-Journal
Publication Date: 2008-Sep-16
Pages: 8
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
EISSN: N/A
Effective Reading Programs for Middle and High Schools: A Best-Evidence Synthesis. Educator's Summary
Center for Data-Driven Reform in Education (NJ3)
What reading programs have been proven to help middle and high school students to succeed? To find out, this review summarizes evidence on four types of programs designed to improve the reading achievement of students in grades 6-12: (1) Reading Curricula (Curr), such as "LANGUAGE!," "McDougal Littel," and other standard and alternative textbooks; (2) Computer-Assisted Instruction (CAI), such as "Jostens/Compass Learning," and "Accelerated Reader"; (3) Instructional Process Programs (IP), such as cooperative learning, strategy instruction, and other approaches primarily intended to change teachers' instructional methods rather than curriculum or textbooks; and (4) Combined CAI and Instructional Process Models (CAI + IP) such as "READ 180" and "Voyager Passport." [For full report, see EJ817089: "Effective Reading Programs for Middle and High Schools: A Best Evidence Synthesis."]
Descriptors: Reading Achievement, Computer Assisted Instruction, Cooperative Learning, Reading Programs, Teaching Methods, Textbooks, Middle School Students, High School Students, Reading Skills, Curriculum, Educational Technology, Learning Strategies, Blended Learning, Program Evaluation, Program Effectiveness, Reading Strategies
Center for Data-Driven Reform in Education. Johns Hopkins University, 200 West Towsontown Boulevard, Baltimore, MD 21204. Web site: http://www.cddre.org/
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: Center for Data-Driven Reform in Education (CDDRE)
Grant or Contract Numbers: N/A
