ERIC Number: ED146571
Record Type: RIE
Publication Date: 1977-May
Reference Count: 0
A Study of the Relationship of Student Achievement to Components of Reading Programs and Environmental Characteristics. Volume I: The Relationship of Student Achievement to Components of Reading Programs and Environmental Characteristics in 36 Communities. Final Report.
Popp, Helen M.; Lieberman, Marcus
Individual pupil scores, school characteristics, and characteristics of reading programs were assessed in elementary school programs in 36 communities, forming a data bank of information on 6,753 students from grades one through six enrolled in special reading programs across the country. A series of analyses were performed to determine the school and program characteristics associated with greater reading achievement gains for the lowest-achieving students and to assess the stability of these relationships across grade levels. This report discusses the construction of the data base, characterisitics of the sample, data analyses, and conclusions. Among the program characteristics that appeared frequently in conjunction with higher scores of reading-achievement gain were individual or small group instruction, the use of reading specialists, inservice training of teachers, and parental involvement through advisory councils. Appendixes provide further details of the sample and discuss coding of data and analyses. (AA)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC. Educational Equity Group. Compensatory Education Div.
Authoring Institution: Harvard Univ., Cambridge, MA. Graduate School of Education.
Note: See related document CS 003 784; Some tables may not reproduce well due to poor type