ERIC Number: ED485350
Record Type: Non-Journal
Publication Date: 2005
Reference Count: 36
Enhancing Success for All for Hispanic Students: Effects on Beginning Reading Achievement
Chambers, Bette; Slavin, Robert E.; Madden, Nancy A.; Cheung, Alan; Gifford, Richard
Success for All Foundation
The reading performance of Hispanic children in the U.S. is becoming a central concern in education policy and reform. This paper reports the results of a study designed to evaluate the impacts of a form of the Success for All beginning reading program modified to meet the needs of Hispanic students, particularly those who are English language learners. The enhanced program included embedded multimedia threaded through teachers' lessons, containing humorous segments on letter sounds, sound blending, and vocabulary, as well as cooperative learning, vocabulary activities, and other interventions. A matched experiment evaluated the reading success of Hispanic kindergarten and first grade children in four experimental and four matched control schools in various parts of the U.S. The results indicate that students who experienced the enhanced Success for All beginning reading program scored significantly higher than control students at both grade levels on Woodcock Word Identification, Word Attack, and Passage Comprehension subtests. This study adds to evidence that Success for All can enhance the achievement of Hispanic children.
Descriptors: Limited English Speaking, Elementary School Students, Beginning Reading, Teaching Methods, Reading Programs, Reading Achievement, Reading Comprehension, Hispanic American Students, Program Effectiveness, Multimedia Instruction
Success for All Foundation, 200 W. Towsontown Blvd., Baltimore, MD 21204-5200. Tel: 800-548-4998 (Toll Free).
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: Grade 1; Kindergarten
Authoring Institution: Success for All Foundation, Baltimore, MD.
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards
WWC Study Page: http://ies.ed.gov/ncee/wwc/study/11343
IES Cited: ED535810