ERIC Number: ED471065
Record Type: Non-Journal
Publication Date: 2002
Reference Count: N/A
The New Three Rs: Research, Reading, and Results. Breakthrough to Literacy[TM].
McGraw-Hill Companies, New York, NY. Educational and Professional Publishing Group.
Research in school districts throughout the United States shows that children who use "Breakthrough to Literacy" achieve significant and lasting improvement in their reading skills. At virtually every site studied where implementation criteria were met, children who participated in "Breakthrough" demonstrated marked increases in critical developmental areas, such as vocabulary, phonemic awareness, alphabet knowledge, word recognition, and language and writing skills, as measured by a number of widely accepted assessment tools. Improvements were noticeable across socioeconomic lines. Longitudinal data confirm that "Breakthrough to Literacy" provides a strong foundation for continued achievement. First-, second-, and third-grade children who previously had used "Breakthrough" performed substantially better on standardized tests and state standards assessments than did those who had not participated in the program. Children who had used "Breakthrough" in kindergarten were retained less frequently in first, second, or third grade than children who had not used the program. The program provides a conceptual framework of language and literacy based on the best perceptual/behavioral and environmental predictors of reading achievement, while incorporating a view of "balanced" literacy that has practical, instructional significance for each child. This framework drives the program's curriculum, instruction, and individualized, computer-based assessment. In the classroom, "Breakthrough" translates the conceptual framework into four essential instructional practices that provide rich experiences with the predictors of early reading achievement. To a great extent, results achieved through "Breakthrough to Literacy" are related to the quality of the program's implementation at each site. For this reason, the "Breakthrough" process also includes extensive training and support to build strong partnerships among teachers, administrators, and their "Breakthrough" team. Both formal and anecdotal evidence indicate a high level of satisfaction with "Breakthrough to Literacy" among teachers, children, parents, and administrators. (Contains 22 references and 37 figures of data.) (Author/RS)
Descriptors: Administrator Attitudes, Parent Attitudes, Primary Education, Program Effectiveness, Program Implementation, Reading Achievement, Reading Improvement, Reading Instruction, Reading Programs, Reading Research, Student Attitudes, Teacher Attitudes
McGraw-Hill Education, The McGraw-Hill Companies, 1221 Avenue of the Americas, New York, NY 10020. Tel: 212-512-6512; Fax: 212-512-4769; Web site: http://www.mheducation.com.
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: McGraw-Hill Companies, New York, NY. Educational and Professional Publishing Group.
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards
WWC Study Page: http://ies.ed.gov/ncee/wwc/study/27495
IES Cited: ED502410