ERIC Number: ED468690
Record Type: RIE
Publication Date: 2002-Jun-13
The CIERA School Change Project: Supporting Schools as They Implement Home-Grown Reading Reform. CIERA Report.
Taylor, Barbara M.; Pearson, P. David
This work investigates the relationship between the programmatic and classroom instructional factors of schools and students' reading and writing achievement in 14 high-poverty schools. The study finds that schools which rated higher on a scale of collaborative leadership showed greater student growth in reading fluency and writing. Classroom observations revealed that telling students information and engaging them in recitation were negatively related to reading growth in grades two through six, whereas active responding was positively related to reading growth in grades four through six. In grades one through six, asking students higher-level questions about text after reading was positively related to student growth. A high level of phonics instruction was negatively related to reading growth in kindergarten and grades two and three, whereas a high level of phonemic awareness instruction was positively related to growth in phonemic segmentation and blending ability in kindergarten. In grades four through six, the practice of coaching children in the use of word recognition strategies during reading was positively related to reading growth. Engaging students in small group instruction was positively related to reading growth in kindergarten and grade one. An appendix contains the rubric for rating interview responses. (Contains 25 tables, 5 notes, and 40 references.) (PM)
Descriptors: Educational Change, Elementary Education, Instructional Effectiveness, Phonemic Awareness, Phonics, Poverty, Reading Achievement, Reading Fluency, Reading Instruction, Teaching Methods, Writing Instruction
CIERA/University of Michigan, 610 E. University Ave., 1600 SEB, Ann Arbor, MI 48109-1259. Tel: 734-647-6940; Fax: 734-763-1229; Web site: http://www.ciera.org.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for the Improvement of Early Reading Achievement, Ann Arbor, MI.