ERIC Number: ED537967
Record Type: Non-Journal
Publication Date: 2009-Jun-23
Pages: 13
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
EISSN: N/A
Effective Beginning Reading Programs. [Educator's Summary]
Center for Data-Driven Reform in Education (NJ3)
What beginning reading programs have been proven to help students in grades K-1 to succeed? To find out, this review summarizes evidence on four types of programs designed to improve beginning reading achievement: (1) Reading Curricula (Curr), such as "Open Court Reading," "Reading Street," and other standard and alternative textbooks; (2) Instructional Technology (IT), such as "Waterford," "Lexia Learning Systems," and "Writing to Read"; (3) Instructional Process Programs (IP), such as cooperative learning and phonological awareness training; and (4) Combined Curriculum and Instructional Process Programs (Curr & IP), such as "Success for All" and "Direct Instruction." Overall, 63 experimental-control comparisons met the inclusion criteria, of which 19 used random assignment to treatments. Effect sizes (experimental-control differences as a proportion of a standard deviation) were averaged across studies, weighting by sample size. [For the full report, "Effective Beginning Reading Programs: A Best-Evidence Synthesis," see ED527638.]
Descriptors: Reading Achievement, Educational Technology, Cooperative Learning, Reading Instruction, Reading Programs, Beginning Reading, Phonological Awareness, Effect Size, Direct Instruction, Teaching Methods, Writing Instruction, Curriculum, Comparative Analysis, Program Effectiveness, Elementary School Students
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: Elementary Education; Grade 1; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Center for Data-Driven Reform in Education (CDDRE)
Grant or Contract Numbers: N/A