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ERIC Number: ED456426
Record Type: Non-Journal
Publication Date: 2001-Oct
Pages: 37
Abstractor: N/A
Reference Count: N/A
Analysis of the Success for All and School Development Programs and Their Effects on Reading Comprehension.
Clarke, Pamela A.
This study was conducted to determine whether the Success for All whole school reform model or Comer School Development Program had a significant effect on fourth graders' reading comprehension. Twelve students in experimental group A were homogeneously grouped to be taught using the Success for All whole school reform model. Twelve students in experimental group B were heterogeneously grouped and participated under the Comer whole school reform model. The study took place over a period of 10 weeks in an urban New Jersey school district. The California Achievement Test 5 (CAT5) was used as a pre- and post-test instrument to measure achievement in reading comprehension. Findings suggested that both models seemed to have a positive effect on reading comprehension; however neither program produced a statistically significant difference over the other. (Contains 43 references and 2 tables of data. Appendixes contain permission letter, and the Reading Comprehension component of the CAT5 standardized test used in the study.) (Author/RS)
Publication Type: Dissertations/Theses - Masters Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A