Effective Reading Programs for the Elementary Grades: A Best-Evidence Synthesis

Autor/inn/en	Slavin, Robert E.; Lake, Cynthia; Chambers, Bette; Cheung, Alan; Davis, Susan
Institution	Center for Data-Driven Reform in Education (CDDRE)
Titel	Effective Reading Programs for the Elementary Grades: A Best-Evidence Synthesis
Quelle	(2010), (77 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Instructional Design; Beginning Reading; Reading Programs; Early Childhood Education; Academic Achievement; Phonological Awareness; Evidence; Control Groups; Educational Technology; Teaching Methods; Synthesis; Best Practices; Literature Reviews; Meta Analysis; Achievement Gains; Outcomes of Education; Matched Groups; Program Effectiveness; Educational Practices; Instructional Effectiveness; Time on Task; Evaluation Criteria; Pretests Posttests; Curriculum Development; Elementary School Curriculum; Instructional Development + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Erstleseunterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Schulleistung; Evidenz; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Meta-analysis; Metaanalyse; Achievement gain; Leistungssteigerung; Lernleistung; Schulerfolg; Bildungspraxis; Unterrichtserfolg; Zeitaufwand; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching improvement; Unterrichtsentwicklung
Abstract	This article systematically reviews research on the achievement outcomes of four types of approaches to improving the reading success of children in the elementary grades: reading curricula, instructional technology, instructional process programs, and combinations of curricula and instructional process. Study inclusion criteria included use of randomized or matched control groups, a study duration of at least 12 weeks, valid achievement measures independent of the experimental treatments, and a final assessment at the end of grade 1 or later. A total of 63 beginning reading (starting in K or 1) and 79 upper elementary (2-5) reading studies met these criteria. The review concludes that instructional process programs designed to change daily teaching practices have substantially greater research support than programs that focus on curriculum or technology alone. (Contains 8 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