ERIC Number: ED420045
Record Type: Non-Journal
Publication Date: 1997-Jun
Reference Count: N/A
Patterns of Success: Successful Pathways to Elementary Literacy in Texas Spotlight Schools.
Briggs, Kerri L.; Thomas, Kay
A study examined the experiences of students, teachers, and principals involved in the day-to-day teaching of early elementary reading in four of the 12 Texas "Spotlight Schools" (schools that emphasize early elementary reading and are useful in helping all children to read). Data were collected during four-day site visits to each school. During these visits, teachers were interviewed about their teaching practices, classroom instruction was observed, and principals were interviewed about how they support instruction. Results indicated that (1) teachers met with other grade-level teachers to discuss reading; (2) principals were involved with teachers' lesson planning; (3) schools used a variety of programs and materials to teach reading; (4) students took home reading materials; (5) students participated in reading incentive programs; (6) teachers organized and directed most of the reading instruction; (7) students worked in small groups during reading instruction; (8) students worked alone during reading instruction; (9) teachers organized small groups that were usually based on ability within the class; (10) schoolwide strategies helped teachers use time more effectively; (11) teachers used many approaches to assess reading ability; (12) teachers had information about students' reading ability at the beginning of the year; (13) schools analyzed formal test data; (14) schools prepared for the TAAS (Texas Assessment of Academic Skills) in different ways; (15) teachers developed skills through formal and informal learning opportunities; (16) instructional leadership was found throughout the school; (17) each school had a unique culture; and (18) schools worked with volunteers and local business to support reading. (Contains seven endnotes; and appendix contains a description of the research methodology. (RS)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Texas Center for Educational Research, Austin.
Identifiers - Location: Texas
Identifiers - Assessments and Surveys: Texas Assessment of Academic Skills