Language Development Component Compensatory Language Experiences and Reading Program 1989-90. Final Evaluation Report.

Autor/inn/en	Lore, Rosemary; Chamberlain, Ed
Institution	Columbus Public Schools, OH.
Titel	Language Development Component Compensatory Language Experiences and Reading Program 1989-90. Final Evaluation Report.
Quelle	(1990), (128 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Communication Skills; Compensatory Education; Computer Assisted Instruction; Elementary Education; Individualized Instruction; Individualized Reading; Junior High Schools; Parent Participation; Program Effectiveness; Program Evaluation; Public Schools; Reading Difficulties; Reading Instruction; Reading Programs; Remedial Programs; Underachievement; Whole Language Approach + Suchen Sie Ihr Suchwort? Kommunikationsstil; Kompensatorischer Unterricht; Computer based training; Computerunterstützter Unterricht; Elementarunterricht; Individualisierender Unterricht; Sekundarstufe I; Elternmitwirkung; Programme evaluation; Programmevaluation; Public school; Öffentliche Schule; Reading difficulty; Leseschwierigkeit; Leseunterricht; Förderprogramm; Performance deficiency; Leistungsschwäche; Integrierter Sprachunterricht
Abstract	Intended to improve language and reading skills of selected underachieving students, the 1989-90 Compensatory Language Experiences and Reading Program (CLEAR) of the Columbus, Ohio, public schools served 5,135 pupils in grades 1-8. Implementation of the program was accomplished through daily instructional activities to strengthen and extend regular classroom instruction without pursuing the basic reading textbooks. Instructional techniques and use of materials based on whole language principles, skill-centered objectives, and computer assisted instruction were applied to fit individual needs. Three different reading treatments were evaluated: regular, whole language, and computer assisted instruction. The program was evaluated through administration of the Comprehensive Tests of Basic Skills as pretest and posttest. Results indicated that: (1) 57.7% of the 2,755 pupils in the overall sample gained more than 3.0 normal curve equivalent (NCE) points in the total reading category and there was an average gain of 5.6 normal curve equivalent points across grades and treatment groups; (2) 64.7% of the pupils in the overall sample of 2,533 students for the reading/oral comprehension category gained at least 3.0 NCE and the average gain was 7.2 NCE across grades and treatment groups; (3) 72.8% of the students were promoted or passed their target courses; and (4) 80% of the students in the whole language program reached an appropriate text reading level for promotion to the next grade. The program will be totally restructured during the 1990-91 school year. (Twenty-six tables of data are included; appendixes include four additional tables of data, and survey and evaluation instruments.) (RS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC