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ERIC Number: ED421691
Record Type: RIE
Publication Date: 1996
Pages: 33
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-9646404-2-2
ISSN: N/A
Patterns of Reading Practice: How Differences in Reading Practice Explain Differences in Schools and Students. Why Every Student Has a Right to Sixty Minutes of TWI Time per Day.
Paul, Terrance D.
A study examined reading performance data on 659,214 students in grades K-12 for the 1994-95 school year to determine the possible effect of literature-based reading practice on student performance in schools of various kinds. Using a computer-based testing program to measure student reading practice, the study compared the amount of practice students received in small and large schools as well as in private and public schools. It also observed the trends in reading practice across grades, and compared amounts of practice between high- and low-performing students based on standardized test results. Key findings include the following: (1) high school students on average spent about as much time in literature-based reading practice as kindergarten students; (2) when ranked according to the amount of reading they do, students in the top 5% read 144 times more than students in the bottom 5%; (3) students in schools with populations of 200 or fewer engaged in twice as much reading practice as those in schools with populations of 1,000 or more; (4) students in private schools practiced reading 67% more than public school students; and (5) students in the highest-performing states in the NAEP Reading Study engaged in 59% more reading practice than those in states in the bottom quartile. Findings suggest that the amount of literature-based reading students received explains the varying reading performance of individual students, various categories of schools, and regions. In the context of previous studies, these findings make a compelling case for adopting substantial in-school reading practice time throughout the grades. (Contains 13 figures and 27 notes. "A Reader's Bill of Rights" is attached.) (Author/RS)
Advantage Learning Systems, Inc., P.O. Box 8036, Wisconsin Rapids, WI 54495-8036 (free to educators).
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Institute for Academic Excellence, Inc. Madison, WI.
Note: Foreword by Keith J. Topping.