ERIC Number: ED403320
Record Type: Non-Journal
Publication Date: 1996-Apr
Reference Count: N/A
The Accelerating Literacy Program: 1994-95 Final Report. Publication Number 94.13.
Robertson, Trina R.; Wilkinson, L. David
The Austin Independent School District (Texas) developed the Accelerating Literacy Program (ALP) in 1993 to provide additional support for students who were having trouble passing the Texas Assessment of Academic Skills (TAAS) in the elementary grades. The ALP operates on the principle of integrating reading, writing, listening, and speaking activities into a whole language approach to instruction. It seeks to accelerate the learning process by building on student successes. The 13 campuses involved in the ALP were selected on the basis of poor performance by their fourth grade TAAS takers. Schools and teachers were allowed great latitude in designing a course of instruction to meet the needs of students through ALP. Overall, the program seems to have met most of its goals. All of the 28 teachers surveyed indicated that the students made somewhat more or much more progress than they would have in a typical period of instruction. Teachers were pleased with the training they received and with the portfolio approach used in the program. Records indicated that ALP students increased their reading text level and made statistically significant gains in overall reading skills. The majority of teachers (92.8%) indicated that they would continue to use program methods and materials. Recommendations for program improvement include improved parent training and participation, better resource allocation, and better running record keeping. Appendixes present tables of teacher and parent-trainer survey responses. (Contains 7 figures, 21 appendix tables, and 30 references.) (SLD)
Descriptors: Elementary School Students, Grade 4, Integrated Activities, Intermediate Grades, Literacy, Low Achievement, Parent Education, Parent Participation, Portfolio Assessment, Program Evaluation, Reading Achievement, Resource Allocation, Teacher Attitudes, Teacher Education, Training, Whole Language Approach
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: Austin Independent School District, TX. Dept. of Performance Audit and Evaluation.
Identifiers - Assessments and Surveys: Texas Assessment of Academic Skills