ERIC Number: ED463616
Record Type: RIE
Publication Date: 1999-Nov
Project RIME: Providing Early Elementary and Special Education Teachers with Preparation in Reading Instructional Methods of Efficacy. Final Report.
Arizona Univ., Tucson. Coll. of Education.
This final report describes activities and accomplishments of Project RIME (Reading Instructional Methods of Efficacy), a 3-year project to develop, field test, and disseminate a model of professional development for early elementary and special education teachers focusing on methods for teaching early reading and spelling to children at risk for reading and spelling failure. The model was composed of first, a 3-unit graduate course in assessment and instruction for students with early reading and spelling difficulties and second, school collaboration to support teachers through classroom visits, peer coaching, and group discussions. The project's three phases involved development of the model, implementation and evaluation in four schools, and replication in three additional schools. Each of the six project goals is first stated and then followed by a description of how each goal's specific objectives were met. Evaluation studies for each year are reported in detail. Appendices include the course syllabus, a bibliography of shared materials among collaborators, an internship syllabus, a teacher assessment measure, and forms used for lesson planning and collaboration. (Contains 52 references.) (DB)
Descriptors: Graduate Study, Higher Education, Inservice Teacher Education, Instructional Effectiveness, Learning Problems, Primary Education, Program Development, Reading Difficulties, Reading Instruction, Special Education, Spelling Instruction, Teaching Methods, Teaching Models
Web site: http://www.ed.arizona.edu.
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Arizona Univ., Tucson. Coll. of Education.
Note: For related documents on Project RIMES 2000, see EC 308 914 and 915.