ERIC Number: ED412322
Record Type: Non-Journal
Publication Date: 1997-Aug
Reference Count: N/A
Working Together To Become Proficient Readers. Early Impact of the Talent Development Middle School's Student Team Literature Program. Report No. 15.
Mac Iver, Douglas J.; Plank, Stephen B.; Balfanz, Robert
The Talent Development Model of Middle School Reform includes a "Student Team Literature" (STL) program that relies on: (1) curricular materials designed to assist students to study great literature; (2) recommended instructional practices, peer assistance processes, and assessments; and (3) staff development, mentoring, and advising to support the curricular and instructional reforms. In February of 1995, Central East Middle School in Philadelphia (Pennsylvania) became the United States' first school to adopt the Talent Development Model. Data on students' prior reading achievement, achievement after the first year of implementation, and the frequency of peer assistance were collected in 21 STL classes and in 25 comparison classes in a closely matched control school. Hierarchical linear modeling analyses that controlled for prior reading achievement reveal that students in STL classes display significantly better reading comprehension after the first year of implementation (effect size = .51). Although the impact of participating in STL on students' reading comprehension is sizable for students across the entire prior achievement spectrum, students with the strongest prior reading skills especially benefited. In addition, peer assistance was more frequent and productive in STL classes than in comparison classes. An appendix contains the student evaluation questionnaire items. (Contains 4 tables, 7 figures, and 47 references.) (Author/SLD)
Descriptors: Curriculum, Disadvantaged Youth, Educational Change, Helping Relationship, Intermediate Grades, Junior High Schools, Literature, Mentors, Middle Schools, Peer Relationship, Reading Achievement, Reading Comprehension, Reading Programs, School Restructuring, Teaching Methods, Urban Schools
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.; Carnegie Corp. of New York, NY.
Authoring Institution: Center for Research on the Education of Students Placed At Risk, Baltimore, MD.; Howard Univ., Washington, DC.; Johns Hopkins Univ., Baltimore, MD.