ERIC Number: ED431173
Record Type: RIE
Publication Date: 1999-May
Reference Count: N/A
A Study of the Instructional Effectiveness of the HARCOURT READING Program. HARCOURT READING Technical Report #2.
Indiana Univ., Bloomington. Center for Innovation in Assessment.; American Conference of Academic Deans, Washington, DC.
A series of pilot studies was conducted to evaluate the instructional effectiveness of the Harcourt Reading Program. One of the studies was conducted in the fall of 1998-99 by Indiana University, and data were analyzed by them also. Harcourt School Publishers sought out teachers to participate. Teachers from New Jersey, New York, Ohio, and Pennsylvania volunteered, 14 at grade 1 and 12 at grade 4. The following research questions guided the design, procedures, and data analysis: Is Harcourt Reading instructionally effective? and Does Harcourt Reading have a positive impact on students' attitudes and interests? A quasi-experimental pretest-posttest design was used. Following the pretests, the teachers taught selected themes using the resources and procedures contained in Harcourt Reading. Table 1 summarizes the skills taught in the themes piloted by the teachers in the study and indicates that the pilot study included a broad sample of reading skills from the strands of decoding, vocabulary, comprehension, literary appreciation, and study skills. Tables 2, 3, and 4 show that students realized gains in reading scores after using the program. Findings suggest that Harcourt Reading is instructionally effective, and this appears to hold up across grade levels. Contains 4 tables of data. (NKA)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Indiana Univ., Bloomington. Center for Innovation in Assessment.; American Conference of Academic Deans, Washington, DC.