ERIC Number: ED179937
Record Type: Non-Journal
Publication Date: 1979-Jun
Reference Count: N/A
The Use of the Right to Read Model for Instructional Improvement: A Synthesis of Learnings from Project Papers and Symposia.
Murphy, Ann G.; Haugerud, Al
Thirty-six schools were involved in a three-year-long investigation of the utility of the Right to Read model for assessing and planning needed improvements in school reading programs. Among the findings were the following: (1) The Right to Read model was not useful for addressing all of the improvement-related problems faced by the schools. In particular, it seemed too cumbersome for the straightforward program changes some schools needed to make and too limited for addressing complex problems with political and fiscal sources. (2) The model had to be altered or adapted in order to use it in several schools. The most frequent adaptations included tailoring the model for use in secondary schools, supplementing it with the use of additional tools and strategies for diagnosing problem areas, and incorporating activities to help school staffs clarify their values and assumptions about program improvements. (3) The model was helpful in aiding schools in considering questions about where they were, where they wanted to be, and how they should get there. (Appendixes contain checkpoints for the evaluation project and a chart comparing the model's implicit assumptions about program change with the "real world" constraints that the project encountered.) (Author/FL)
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC. Dissemination and Resources Group.
Authoring Institution: Washington Office of the State Superintendent of Public Instruction, Olympia.