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ERIC Number: ED215039
Record Type: Non-Journal
Publication Date: 1981-Dec
Pages: 109
Abstractor: N/A
Reference Count: N/A
Designing Reading Instruction for Cultural Minorities: The Case of the Kamehameha Early Education Program.
Calfee, Robert C.; And Others
This is a report on the Kamehameha Early Education Program (KEEP), a research and development project designed to find ways of improving the school performance of educationally disadvantaged Hawaiian children. The project, implemented in a laboratory school setting and continuously monitored, is described as a reading instruction program for children in kindergarten and in first to third grade. The report provides a historical background on the multidisciplinary research that led to the development of the program, explains evaluation procedures followed, and discusses results of evaluation obtained as of the reporting period. A brief description of a typical morning in a KEEP classroom leads to discussion of two program components, the direct teaching of comprehension through the reading program, and the social organization of the classroom. The laboratory teacher's role in program development and implementation and teacher training processes are then examined. Included as appendices are an explanation of the Kamehameha Reading Objective System developed to guide teacher planning and program monitoring, samples of teacher training materials used in the program, and a detailed list of specific program goals for teachers and for pupils. (Author/MJL)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Kamehameha Schools, Honolulu, HI. Kamehameha Early Education Project.; Ford Foundation, New York, NY. Education and Research Div.
Authoring Institution: Harvard Univ., Cambridge, MA. Graduate School of Education.