Early Literacy Reading Program. Final Evaluation Report 1995-96. Elementary and Secondary Education Act--Title I.

N

43

Beginning Reading; Early Intervention; Elementary School Students; Emergent Literacy; Grade 1; Grade 2; High Risk Students; Instructional Effectiveness; Outcome Based Education; Parent Participation; Primary Education; Program Effectiveness; Reading Instruction; Reading Programs; Reading Research; Urban Education; Writing Instruction

A study evaluated the Early Literacy program that served 2,021 underachieving pupils in grades 1 (1600) and 2 (421) in the Columbus, Ohio, public schools. The purpose of the Early Literacy program was to provide early intervention to underachieving first- and second-grade pupils who appeared unlikely to learn to read successfully without reading instruction. The program featured small group instruction each day for 40-45 minutes on reading and writing activities. A major part of the evaluation effort was accomplished through the administration of the Metropolitan Achievement Tests (MAT7, 1992). Results indicated that: (1) 74% of a treatment group of 1,314 pupils displayed over time each of three strategic processing behaviors (constructing meaning, monitoring reading, and integrating sources of information; (2) 1,028 (59.8%) grade 1 pupils read 5 or more books at level 8 or above and 136 (82.4%) grade 2 pupils independently read at least 10 books; (3) in reading comprehension, 80 discontinued grade 2 pupils had normal curve equivalent (NCE) gains of 4.01, with not discontinued pupils (110) lost 8.48 NCEs; and (4) 1,838 different parents or guardians were involved in the program, and 3,986 contacts were made by these individuals. Findings support continuation of the program with consideration given to seven areas of concern. (Contains 13 figures of data.) (RS)

1998

ED412515