ERIC Number: EJ698472
Record Type: Journal
Publication Date: 2004-Mar
Reference Count: 0
Effects of Running Records Assessment on Early Literacy Achievement
Ross, John A.
Journal of Educational Research, v97 n4 p186 Mar 2004
Recent research on effective schools (e.g., Pressley et al., 2001) identified consistent associations between students' literacy achievement and teacher practice. In this study, the author extended those correlational findings by conducting a controlled experiment to test the claims about 1 practice recommended by recent effective schools research, systematic classroom assessment, represented here as the use of running records for planning instruction. Students in schools assigned to the running records treatment outperformed students in schools assigned to a near-treatment condition (action research). After controlling for prior school achievement and collective teacher efficacy, the running records intervention accounted for 12% of the between-school variance in reading and 7% in writing, confirming the correlational finding from effective schools research.
Descriptors: Effective Schools Research, Teacher Effectiveness, Physical Activities, Emergent Literacy, Action Research, Academic Achievement, Reading Achievement, Reading Instruction
Heldref Publications, Helen Dwight Reid Educational Foundation, 1319 Eighteenth Street, NW, Washington, DC 20036-1802. Web site: http://www.heldref.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A