ERIC Number: ED316836
Record Type: Non-Journal
Publication Date: 1990-Feb
Reference Count: N/A
The Chapter 1 Developer/Demonstration Program, Learning To Read through the Arts, 1988-89. Evaluation Section Report.
Guerrero, Frank; And Others
The Chapter 1 Developer/Demonstration Program, Learning to Read Through the Arts (LTRTA), offers intensive reading and reading-oriented arts instruction to Chapter 1-eligible students. During the 1988-89 school year, the program served 100 ungraded special education students and 716 general education and limited English proficient (LEP) students in grades 2 through 6. LTRTA reading and artist teachers and participating classroom teachers work as a team to improve students' reading and writing skills and to increase their interest in the arts. Evaluation of the program was based on data from interviews of program staff, observation of program sites and classes, and analyses of standardized and criterion-referenced reading tests and holistically scored writing tests. Results indicated that (1) the program was implemented as proposed and was well organized and effective; (2) general education students in all grades except two made statistically significant mean gains on standardized reading tests; (3) 81% of the special education students mastered 3 or more additional reading skills, and 82% of the LEP students mastered 5 or more additional skills; (4) all students achieved statistically significant gains from pretest to posttest writing evaluations; and (5) the mean gain in reading achievement for 1988-89 was more than twice as high as the mean gains for the previous two school years. Recommendations include monitoring the transportation problem and investigating the high turnover rate of artist teachers. (Nine tables of data are included.) (RS)
Descriptors: Childrens Art, Demonstration Programs, Elementary Education, Limited English Speaking, Program Evaluation, Reading Ability, Reading Achievement, Reading Attitudes, Reading Difficulties, Reading Improvement, Reading Instruction, Reading Programs, Reading Research, Reading Skills, Recreational Reading, Remedial Reading, Visual Arts
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment.
Identifiers - Laws, Policies, & Programs: Education Consolidation Improvement Act Chapter 1