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ERIC Number: ED449471
Record Type: Non-Journal
Publication Date: 2000
Pages: 18
Abstractor: N/A
Reference Count: N/A
Second-Year (1999-2000) Implementation of Reading Renaissance[R] in Idaho: Summary of Second Year's Results. Monograph.
School Renaissance Inst., Inc., Madison, WI.
A study used 1999-2000 data from Accelerated Reader and STAR Reading to assess students' reading practice, growth in reading performance, and effects of Reading Renaissance training on students' reading development. The study included 10 schools that participated in the 1998-99 study and 27 additional schools. Data from 7876 students enrolled in grades 1-9 at elementary, middle, and junior high schools is analyzed. Although the 37 schools are at varying stages of Reading Renaissance (RR) implementation, overall, they show an encouraging amount of growth in reading skills. On average, students gained over 1.5 NCEs and 3 percentile ranks, while students in grade 1-4 gained substantially more. In addition, students in schools with more in-depth Renaissance implementation achieved more growth than students in schools with less Renaissance implementation. However, analysis of good Renaissance implementation revealed that most schools are falling short of good implementation. Fully implemented Renaissance would result in significantly higher gains than students are currently achieving. Among the recommendations are that schools provide at least 60 minutes of daily reading practice and that educators incorporate RR techniques and practices into their daily classroom activities.(Contains 15 tables of data and a 19-item bibliography. A data chart is appended.) (NKA)
School Renaissance Institute, P.O. Box 45016, Madison, WI 53744-5016. Tel: 800-200-4848 (Toll Free); Fax: 608-664-3882; Web site:
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: School Renaissance Inst., Inc., Madison, WI.
Identifiers - Location: Idaho