Beyond the Basics: Effective Reading Programs for the Upper Elementary Grades

Autor/inn/en	Slavin, Robert E.; Lake, Cynthia; Cheung, Alan; Davis, Susan
Institution	Center for Data-Driven Reform in Education (CDDRE)
Titel	Beyond the Basics: Effective Reading Programs for the Upper Elementary Grades
Quelle	(2009), (186 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Textbooks; Reading Programs; Reading Achievement; Cross Age Teaching; Tutoring; Elementary School Students; Literature Reviews; Reading Improvement; Computer Assisted Instruction; Teaching Methods; Curriculum; Teaching Skills; Cooperative Learning; Peer Teaching; Professional Development; Metacognition; Student Motivation; Effect Size; Reading Comprehension; Program Effectiveness; Intervention; Poverty; At Risk Students + Suchen Sie Ihr Suchwort? Textbook; Text book; Schulbuch; Lehrbuch; Leseleistung; Förderkonzept; Nachhilfeunterricht; Computer based training; Computerunterstützter Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Curricula; Lehrplan; Rahmenplan; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Kooperatives Lernen; Peer group teaching; Peer Group Teaching; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schulische Motivation; Leseverstehen; Armut
Abstract	This article systematically reviews research on the achievement outcomes of three types of classroom approaches to improving the reading achievement of students in grades 2-5: Reading curricula, computer-assisted instruction (CAI), and instructional process programs. Study inclusion criteria included use of randomized or matched control groups, study duration of at least 12 weeks, and use of valid achievement measures that were independent of the experimental treatments. A total of 80 studies met these criteria. The review concludes that programs designed to change daily teaching practices have greater research support than those that focus on curriculum or technology alone. In particular, positive achievement effects were found for cooperative learning programs and for same-age and cross-age tutoring programs. The effective approaches provided extensive professional development intended to significantly affect teaching practices. In contrast, studies of reading textbooks and of computer-assisted instruction found small effects on reading outcomes. (Contains 4 tables.) (As Provided).
Anmerkungen	Center for Data-Driven Reform in Education. Johns Hopkins University, 200 West Towsontown Boulevard, Baltimore, MD 21204. Web site: http://www.education.jhu.edu/crre
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10