Effects of the Success for All Model on Kindergarten through Second-Grade Reading Achievement, Teacher Adjustment, and Classroom-School Climate at an Inner-City School.

Ross, Steven M.|Smith, Lana J.

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Peer reviewed

ERIC Number: EJ493622

Record Type: Journal

Publication Date: 1994

Pages: N/A

Abstractor: N/A

Reference Count: N/A

ISBN: N/A

ISSN: ISSN-0013-5984

Effects of the Success for All Model on Kindergarten through Second-Grade Reading Achievement, Teacher Adjustment, and Classroom-School Climate at an Inner-City School.

Ross, Steven M.; Smith, Lana J.

Elementary School Journal, v95 n2 p121-38 Nov 1994

Examined first-year results of the Success for All (SFA) program, designed to bring every student to grade level in reading by third grade. Found that SFA benefits were most significant at the kindergarten level; teachers were highly accepting of the program; and the program's strengths included cooperative learning, regrouping, tutoring, early reading instruction, writing, and active learning. (ET)

Descriptors: Active Learning, Classroom Environment, Cooperative Learning, Early Reading, Elementary School Students, Grade 1, Grade 2, Kindergarten, Primary Education, Program Effectiveness, Program Evaluation, Reading Achievement, Reading Instruction, Reading Programs

Publication Type: Reports - Evaluative; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards

WWC Study Page: http://ies.ed.gov/ncee/wwc/study/64242

IES Cited: ED535810

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