Chapter 1 Reading Skills Center Program 1989-90. OREA Report.

Institution	New York City Board of Education, Brooklyn, NY. Div. of Strategic Planning/Research and Development.
Titel	Chapter 1 Reading Skills Center Program 1989-90. OREA Report.
Quelle	(1991), (54 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Computer Assisted Instruction; Educational Research; High Risk Students; Instructional Effectiveness; Intermediate Grades; Junior High Schools; Parent Participation; Private Schools; Program Descriptions; Program Evaluation; Reading Instruction; Reading Programs; Reading Skills; Remedial Programs; Writing Instruction; New York (New York) + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Bildungsforschung; Pädagogische Forschung; Problemschüler; Unterrichtserfolg; Mittelstufe; Sekundarstufe I; Elternmitwirkung; Private school; Privatschule; Programme evaluation; Programmevaluation; Leseunterricht; Reading skill; Lesefertigkeit; Förderprogramm; Schreibunterricht
Abstract	A study described the 1989-90 Chapter 1 Reading Skills Center program, and assessed the effectiveness of its implementation. The program provides supplementary, individualized instruction in reading and writing to Chapter 1-eligible students in New York City nonpublic schools. During 1989-90, the program served 284 students in grades 4 through 8 from 4 nonpublic schools. Face-to-face services (3-5 sessions a week lasting from 35 to 60 minutes) were offered to 233 students, while 51 students received a combination of the above and computer-assisted instruction (1 session per week of 40 minutes). A parent participation program and a staff development program were already in place. Data consisted of site visits, interviews with program teachers, and data from program documents. Results indicated that: (1) 20% of parents met with the teacher in individual conferences and 87% of the parents received progress reports; and (2) the overall mean gains on all subtests for students receiving face-to-face instruction or face-to-face instruction in combination with computer-assisted instruction were statistically significant. Recommendations include devoting additional attention to writing instruction, and making efforts to increase parents' participation in the program. (Sixteen tables of data are included.) (RS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC