NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ725385
Record Type: Journal
Publication Date: 2005-Sep-22
Pages: 9
Abstractor: ERIC
Reference Count: 6
ISSN: ISSN-0034-0510
Congruency of Research-Based Literacy Instruction in High and Low Performing Schools
Klecker, Beverly M.; Pollock, Mary Anne
Reading Improvement, v42 n3 p149 Fall 2005
Kentucky's goal of reaching academic "proficiency" by 2014 illuminated 2002 reading test scores: 44.30% of middle and 71.25% of high school students scored below "proficient." The research question was, "Do teaching practices in schools with high reading achievement scores differ from teaching practices in schools with low reading achievement scores?" High school reading scores were stratified by region and high/low. Five high schools were randomly selected from each strata (N=20). Feeder schools were added (N=19). 450 of 638 (70.5%) 8th-10th-grade teachers completed surveys in April 2003. Independent t-tests (p<.05) of 20 survey items found that teachers in high scoring schools reported greater use of three teaching strategies. Teachers in low scoring schools reported greater use of one teaching strategy. (Contains 1 note.)
Project Innovation, Inc., P.O. Box 8508, Spring Hill Station, Mobile, AL 36689-0508. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 10; Grade 8; Grade 9
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kentucky