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
Titel	Effective Reading Programs for the Elementary Grades: A Best-Evidence Synthesis
Quelle	In: Review of Educational Research, 79 (2009) 4, S.1391-1466 (76 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/0034654309341374
Schlagwörter	Control Groups; Instructional Design; Beginning Reading; Reading Programs; Educational Technology; Teaching Methods; Evidence; Best Practices; Reading Achievement; Reading Strategies; Reading Research; Reading Improvement; Educational Practices; Matched Groups; Emergent Literacy; Early Childhood Education; Meta Analysis; Educational Research + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Erstleseunterricht; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Evidenz; Leseleistung; Reading strategy; Leselernstufe; Lesetechnik; Leseforschung; Bildungspraxis; Frühleseunterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Meta-analysis; Metaanalyse; Bildungsforschung; Pädagogische Forschung
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 Grades K or 1) and 79 upper elementary (Grades 2 through 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 1 note and 8 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10