Consulting & Evaluation

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Effective Reading Programs Effective Reading Programs

Date added: 06/21/2010
Date modified: 06/21/2010
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Cynthia Greenleaf, Anthony Petrosino, Response to Slavin, Cheung, Groff, and Lake Cynthia Greenleaf, Anthony Petrosino, Response to Slavin, Cheung, Groff, and Lake

Date added: 10/16/2010
Date modified: 10/16/2010
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Perhaps the one kernel of truth that emerges from the review of these 33 studies is that in almost all cases, doing something to build literacy proficiencies for students in middle and high schools turns out to be better than doing nothing. That is a message our secondary schools need to hear.

 

 

Slavin, Robert E., Cheung, Alan, Groff, Cynthia, & Lake, Cynthia. (2008, July/Aug/Sept). Effective reading programs for middle and high schools: A best-evidence synthesis. Reading Research Quarterly, 43(3), 290-322.. Reprinted with permission of the International Reading Association.   (This permission also includes the Responses/letters to the editor.) 

Carol Santa; Mathematica Response Carol Santa; Mathematica Response

Date added: 06/21/2010
Date modified: 06/21/2010
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Comment on the IES study related to CRISS and other programs (first year’s evaluation)

As one of the developers of the programs being evaluated, C. Santa provides us with some critical remarks.

 Robert E. Slavin, Alan Cheung, Cynthia Groff, Cynthia Lake, Effective Reading Programs for Middle a Robert E. Slavin, Alan Cheung, Cynthia Groff, Cynthia Lake, Effective Reading Programs for Middle a

Date added: 10/16/2010
Date modified: 10/16/2010
Filesize: 190.08 kB
Downloads: 3267

This article systematically reviews research on the achievement outcomes of four types of approaches to improving the reading of middle and high school students: (1) reading curricula, (2) mixed-method models (methods that combine large-and small-group instruction with computer activities), (3) computer-assisted instruction, and (4) instructional-process programs (methods that focus on providing teachers with extensive professional development to implement specific instructional methods).

 The review concludes that programs designed to change daily teaching practices have substantially greater research support than those focused on curriculum or technology alone. Positive achievement effects were found for instructional-process programs, especially for those involving cooperative learning, and for mixed-method programs. The effective approaches provided extensive professional development and significantly affected teaching practices. In contrast, no studies of reading curricula met the inclusion criteria, and the effects of supplementary computer-assisted instruction were small.

 

Slavin, Robert E., Cheung, Alan, Groff, Cynthia, & Lake, Cynthia. (2008, July/Aug/Sept). Effective reading programs for middle and high schools: A best-evidence synthesis. Reading Research Quarterly, 43(3), 290-322.. Reprinted with permission of the International Reading Association.   (This permission also includes the Responses/letters to the editor.)