Effective Programs for Struggling Readers: A Best-Evidence Synthesis

Autor/inn/en	Slavin, Robert E.; Lake, Cynthia; Davis, Susan; Madden, Nancy A.
Titel	Effective Programs for Struggling Readers: A Best-Evidence Synthesis
Quelle	(2009), (218 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Evidence; Control Groups; Phonetics; Academic Achievement; Cooperative Learning; Tutoring; Teaching Methods; Synthesis; Reading Achievement; Reading Difficulties; Reading Programs; Program Effectiveness; Best Practices; Educational Practices; Literature Reviews; Meta Analysis; Outcomes of Education; Change Strategies; Educational Strategies; Reading Strategies; Small Group Instruction; Computer Assisted Instruction; Evaluation Criteria; Matched Groups; Teacher Effectiveness; Classroom Techniques; Instructional Effectiveness; Accessibility (for Disabled) + Suchen Sie Ihr Suchwort? Evidenz; Phonetik; Fonetik; Schulleistung; Kooperatives Lernen; Förderkonzept; Nachhilfeunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Leseleistung; Reading difficulty; Leseschwierigkeit; Bildungspraxis; Meta-analysis; Metaanalyse; Lernleistung; Schulerfolg; Lösungsstrategie; Lehrstrategie; Reading strategy; Leselernstufe; Lesetechnik; Computer based training; Computerunterstützter Unterricht; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Klassenführung; Accessibility; Zugänglichkeit
Abstract	This article reviews research on the achievement outcomes of alternative approaches for struggling readers in grades K-5: One-to-one tutoring, small group tutorials, classroom instructional process approaches, and computer-assisted instruction. Study inclusion criteria included use of randomized or well-matched control groups, study duration of at least 12 weeks, and use of valid measures independent of treatments. A total of 96 studies met these criteria. The review concludes that one-to-one tutoring is very effective in improving reading performance. Tutoring models that focus on phonics obtain much better outcomes than others. Teachers are more effective than paraprofessionals and volunteers as tutors. Small-group, phonetic tutorials can be effective, but are not as effective as one-to-one phonetically-focused tutoring. Classroom instructional process programs, especially cooperative learning, can have very positive effects for struggling readers. Computer-assisted instruction generally had few effects on reading. Taken together, the findings support a strong focus on improving classroom instruction and then providing one-to-one, phonetic tutoring to students who continue to experience difficulties. Appended are: (1) A table showing lists of programs, studies, and reasons for exclusion; and (2) Abbreviations. (Contains 7 tables and 2 figures.) (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