Planning an Adult Literacy Program. In my own experience, planning for most literacy programs extends only to what goes on in the classroom. Effective Reading Programs for the. National Early Literacy Panel. This website provides a selection of effective adult literacy programmes from across the world. Different actors are encouraged to share their experiences and gain. Arizona Department of Education Page 1 Effective Elementary Literacy Programs Assessment and Planning Instrument Adapted from Planning and Evaluation Tool.Effective Reading Programs for Middle and High Schools: A Best Evidence Synthesis ? Johns Hopkins University examined more than 2. What reading programs have been proven to help middle and high school students to succeed? To find out, this review summarizes evidence on four types of programs designed to improve the reading achievement of students in grades 6- 1. Review of Research and Best Practices on Effective Features of Dual Language Education Programs Kathryn J. Reading Curricula (Curr), such as LANGUAGE!, Mc. Dougal Littel, and other standard and alternative textbooks. Computer- Assisted Instruction (CAI), such as Jostens/Compass Learning, and Accelerated Reader. Instructional Process Programs (IP), such as cooperative learning, strategy instruction, and other approaches primarily intended to change teachers' instructional methods rather than curriculum or textbooks. Combined CAI and Instructional Process Models (CAI + IP) such as READ 1. Voyager Passport. Key findings. Overall, 3. No studies of reading curricula qualified, but there were 8 studies of CAI, 1. CAI and instructional process programs, and 2 of combined curriculum and instructional process programs. Effect sizes were averaged across studies, weighted by sample size. Computer- Assisted Instruction (CAI). Studies of CAI find minimal achievement outcomes. Mean weighted effect size across 8 studies: +0. Instructional Process Strategies (IP). The largest number of high- quality studies evaluated instructional process programs, especially forms of cooperative learning (ES= +0. Mean weighted effect size across 1. Combined CAI and Instructional Process Programs (CAI + IP). Positive effects were found for READ 1. Mean weighted effect size across 9 studies: +0. Combined Curriculum and Instructional Process Programs (Curr + IP). A randomized study of REACH found an effect size of 0. RISE. Program ratings. Listed below are currently available programs, grouped by strength of effectiveness. Within each group, programs are listed alphabetically. The type for each program corresponds to the categories above (e. IP = Instructional Process Strategies). Strong evidence of effectiveness. None. Moderate evidence of effectiveness. Program. Type. Description. Jostens. CAIProvides an extensive set of assessments which place students in an individualized instructional sequence. Students then work individually on exercises designed to fill in gaps in their skills. The Reading Edge. IPUses a cooperative learning structure that groups students for reading instruction according to their reading level across grades and classes. READ 1. 80. CAI + IPAn intervention program that addresses individual needs of students through differentiated instruction, adaptive and instructional software, high- interest literature, and direct instruction in reading, writing, and vocabulary skills. Student Team Reading. IP, Cooperative Learning. A cooperative learning program in which students work in four or five member teams to help one another build reading skills. Limited evidence of effectiveness. Program. Type. Description. Accelerated Reader. CAIA supplemental program that assesses students' reading levels using a computer, which then prints out suggestions for reading materials at students' level. Benchmark Detectives. IP, Strategy. A form of strategy instruction that teaches students to use known words to decode unknown words, to use context as a check for making sense, to chunk words into meaningful units, and to be flexible in applying known word parts. PALSIP,Cooperative Learning. A cooperative learning program in which students work in pairs, taking turns reading aloud to one another and engaging in summarization and prediction activities. RISE Curr + IPAn intervention guided by the philosophy that teachers, given time, resources, and strong professional development support, can create effective curriculum that is engaging and provides remediation for struggling adolescent readers. Strategy Intervention Model. IP, Strategy. A method in which low- achieving secondary students are taught metacognitive reading strategies, especially paraphrasing, to help them comprehend text. Talent Development Middle School. IP, CSRA program which focuses on classic books, more high- level questions, and additional background information for students. Voyager Passport. CAI + IPA program with whole- group instruction, flexible small- group activities, and partner practice that engages students with DVDs, online learning activities, and other instructional strategies focused on comprehension, vocabulary, fluency, and writing. Insufficient evidence. Reading Apprenticeship. Xtreme Reading. Talent Development High School. REACHCCCNo qualifying studies. Book Challenge. ABD's of Reading. Academy of Reading. Achieve 3. 00. 0Achieving Maximum Potential. Advancement Via Individual Determination (AVID)After. School Kidz. Lit. Alphabetic Phonics. America's Choice- Ramp Up Literacy. AMP Reading System. Barton Reading & Spelling System. Be a Better Reader. BOLDBoys Town Reading Curriculum. Breaking the Code. Bridges to Literacy. Caught Reading. Charlesbridge Reading Fluency. Classworks. Compass Learning (current version)Comprehension Upgrade. Concept- Oriented Reading Instruction (CORI)Corrective Reading. CRISS / Project CRISSCross- Aged Literacy Program. Direct Instruction. Disciplinary Literacy. Electronic Bookshelf. Essential Learning Systems. It included those that met the following criteria: Schools or classrooms using each program had to be compared to randomly assigned or well- matched control groups. Study duration had to be at least 1. Outcome measures had to be assessments of the reading content being taught in all classes. Almost all are standardized test, or state assessments. The review placed particular emphasis on studies in which schools, teachers, or students were assigned at random to experimental or control groups. Program ratings basis. Programs were rated according to the overall strength of the evidence supporting their effects on reading achievement. Large studies are those involving a total of at least 1. The categories are as follows: Strong Evidence of Effectiveness: At least one large randomized or randomized quasi- experimental study, plus at least one additional study of any qualifying design, with a collective sample size of 5. Moderate Evidence of Effectiveness: Two large studies of any qualifying design or multiple smaller studies with a collective sample size of 5. Limited Evidence of Effectiveness: At least one qualifying study with statistically significant differences and effect size of +0. Insufficient Evidence of Effectiveness: Studies show no significant differences. No Qualifying Studies: No studies met inclusion standards. Robert Slavin and Alan Cheung, et al. We are not responsible for their content.).
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