ERIC Number: ED444146
Record Type: RIE
Publication Date: 2000-Jul-8
A Report of the Instructional Effectiveness of the Harcourt Reading Program at the Kindergarten Grade Level. Technical Report.
Greene, Beth G.; Conner, Jennifer M.
This report describes one of a series of pilot studies conducted to evaluate the instructional effectiveness of the "Harcourt Reading" program. This particular study focused on 7 kindergarten classes that started the study in the fall of 1999 and continued throughout the entire academic year. Students were taught selected themes using the resources and procedures contained in the "Harcourt Reading" program. Teachers received training from experienced consultants in methods of implementing the program. Instruction included a broad sample of reading skills from the strands of decoding, vocabulary, and comprehension. Students were administered the Harcourt program's "Reading Inventory" as a pretest and posttest. Results indicated: (1) average scores increased consistently and increases were statistically significant from the beginning of the year to the end of the year; (2) increases rose at a sharper rate in the second half of the year, suggesting that the longer the students remained in the program the more their scores increased at a higher rate, and also suggesting that teacher familiarity may have played a part; and (3) students would have almost certainly shown a greater increase; however, a ceiling effect with many students achieving near perfect scores on the posttest may have prevented an even more significant score increase. (Contains 2 tables and a figure of data.) (SR)
Descriptors: Instructional Effectiveness, Kindergarten, Pilot Projects, Primary Education, Reading Instruction, Reading Programs, Reading Research
Educational Research Institute of America, P.O. Box 5875, Bloomington, IN 47408-5875.
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Educational Research Inst. of America, Bloomington, IN.