ERIC Number: ED452517
Record Type: Non-Journal
Publication Date: 2000-Jul-31
Reference Count: N/A
A Summary Report of the Instructional Effectiveness of the "Harcourt Reading Program." Technical Report Number 103.
Conner, Jennifer M.; Greene, Beth G.
This report describes one of a series of pilot studies conducted to evaluate the instructional effectiveness of the Harcourt Reading Program. The study focused on the program's primary levels and included Grades 1 and 3. Participants, teachers who had not used the program previously, were encouraged to select one theme to pilot over a 6-week period; they also agreed to administer data collection instruments before and after instruction. A total of 33 teachers from 15 different schools in 7 different states volunteered to participate--21 at Grade 1 and 12 at Grade 3. A quasi-experimental pretest-posttest design was used. Before instruction students were administered two pretests; following the pretests, teachers taught the selected book or theme using resources and procedures contained in the Harcourt Reading Program. Students were administered the posttests upon completion of the selected theme. Results indicated: (1) increase in test scores on both of the national standardized tests, the Stanford Achievement Tests and the Metropolitan Achievement Tests, and on the Harcourt Reading Program assessment are both positive and statistically significant for all subtests and total test scores at both grades; (2) gains on both the instructional assessments and the standardized tests were approximately the same, indicating the results were not due to the focus of the instructional assessments; (3) gains of this magnitude are remarkable given that teachers volunteered to teach the units and did not receive extra training; (4) increases were greater for Grade 1 than for Grade 3; and (5) it is significant that no test scores stayed the same--they all increased. Contains 11 tables of data. (NKA)
Descriptors: Grade 1, Grade 3, Instructional Effectiveness, Pilot Projects, Pretests Posttests, Primary Education, Program Evaluation, Reading Instruction, Reading Programs, Reading Research
Educational Research Institute of America, PO Box 5875, Bloomington, IN 47408-5875.
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Educational Research Inst. of America, Bloomington, IN.
Identifiers - Assessments and Surveys: Metropolitan Achievement Tests; Stanford Achievement Tests