ERIC Number: ED236280
Record Type: Non-Journal
Publication Date: 1982
Reference Count: N/A
Title I Children's Program: Learning to Read Through the Arts. Final Evaluation Report, 1981-82.
Walker, Sharon; And Others
Learning to Read Through the Arts (LTRTA), a Title I program, offers intensive reading instruction to New York City elementary school students, through the integration of a total arts program with a total reading program. This report presents a brief program description and results of an evaluation of student achievement and teacher participation in 1981-82. During this school year, LTRTA served 677 regular students and 107 special education students in all five boroughs. Students participated in reading-oriented workshops which used theater arts, fine arts, and/or music to emphasize listening, speaking, reading, and writing skills. They also attended a diagnostic/prescriptive reading workshop. In addition, program students attended various exhibitions and performances that culminated in a special festival. Results of the California Achievement Test, used to measure changes in reading levels of the regular students, indicated that all grades surpassed the program objective of five normal curve equivalents. Bilingual and Special Education students also surpassed program objectives, as measured with the Wisconsin Design Skill Development Test. Observations and interviews of classroom teachers indicated that they were actively engaged in hands-on participation in the workshops. Classroom teachers' responses to a questionnaire, designed to assess ways in which LTRTA practices have been carried into the home classroom, were also positive. A number of program recommendations are included in this report. Sample observation forms, teacher interview forms, and teacher questionnaires are also appended. (GC)
Descriptors: Achievement Gains, Art Activities, Bilingual Education, Compensatory Education, Cultural Activities, Elementary Education, Integrated Curriculum, Program Effectiveness, Program Evaluation, Reading Achievement, Reading Programs, Special Education, Teacher Attitudes, Teacher Participation
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: Administrators; Practitioners
Authoring Institution: New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation.
Identifiers - Location: New York (New York)