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ERIC Number: ED440365
Record Type: Non-Journal
Publication Date: 1999-Dec
Pages: 19
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Quantitative Results of the Learning Environments for Accelerated Progress (LEAP) Curriculum.
Gover, Mark R.; Englert, Carol Sue
An overview of LEAP (Learning Environments for Accelerated Progress) project outcomes draws data from original scoring protocols developed by the LEAP project. These scoring protocols (or "measures") were developed to assess students' progress in the composition of three text genres: narrative, expert, and explanation. Initial analyses of data sought to answer two questions: (1) Are these protocols for the assessment of students' genre skills internally consistent and valid? and (2) From a statistical perspective, does the LEAP curriculum appear to have an effect? Each protocol incorporates two scales: a "primary traits" scale and a "convention" scale. The primary traits scale is intended to assess the degree to which a student captures the essential characteristics of one of the three particular genres. The writing conventions scale consisted of items intended to measure conventional writing skills such as spelling, paragraph writing, capitalizing, and so on. The sample consisted of approximately 115 special education students; although students ranged from kindergarten through sixth grade, the average was around third grade. Eight tables of data and three charts outline extensive results. Based on the evidence in the tables, both of the initial questions can be answered in the affirmative. Contains 8 tables, 3 charts, and 4 notes. (NKA)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A