Literaturnachweis - Detailanzeige
| Autor/inn/en | Grossen, Bonnie; Hagen-Burke, Shanna; Burke, Mack D. |
|---|---|
| Institution | Kansas Univ., Lawrence. Inst. for Academic Access. |
| Titel | An Experimental Study of the Effects of Considerate Curricula in Language Arts on Reading Comprehension and Writing. Research Report. |
| Quelle | (2002), (56 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Curriculum Design; Disabilities; High Risk Students; High Schools; Instructional Effectiveness; Language Arts; Poverty; Program Evaluation; Reading Comprehension; Reading Difficulties; Reading Improvement; Reading Instruction; Reading Strategies |
| Abstract | This report discusses the findings of a study that evaluated the effectiveness of a set of considerate interventions in closing the language arts achievement gap in general, and evaluated the effects of these interventions in complex classroom settings that serve large numbers of at-risk students who have disabilities and live in poverty. The intervention was structured around the six instructional design principles of considerate instruction. The differences obtained in posttest performance of the at-risk groups (n=50) remaining in the study approached significance on the Multi-Level Academic Survey Test of reading comprehension favoring the considerate treatment. The students with disabilities (n=29) in the considerate at-risk classroom improved at a faster rate than their at-risk colleagues on the New Jersey Test of Reasoning. Overall, the results indicated that less than 50 hours of considerate instruction was not sufficient to narrow the achievement gap. The attempt to drop students with disabilities into the standards-based considerate instruction, regardless of prerequisite skills, failed. The two groups of at-risk students who began the considerate intervention in middle school and continued into high school, moving into the standards-based considerate programs with necessary prerequisite skills, seemed closer to attaining the desired outcome. (Contains 20 references, 10 tables, and 3 figures.) (Author/CR) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
