Increasing the Academic Success of Disadvantaged Children
An Examination of Alternative Early Intervention Programs
Bibliographic Data
| ID | 8223208 |
|---|---|
| Authors | Steven M Ross (University of Memphis), Lana J Smith (0009-0001-1449-2881, University of Memphis), Jason Casey (University of Memphis, corresponding author), Robert E Slavin (0000-0003-3117-7477, Johns Hopkins University, corresponding author) |
| Year | 1995 |
| Volume | 32 |
| Issue | 4 |
| Pages | 773 |
| Publication date | 1995-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | American Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.2307/1163335 |
| OpenAlex | W4229844217, W2045390541 |
| Language | EN |
| Citations received | 9 |
| References cited | 13 |
In recent years, two programs have gained national attention for producing significant and sustained effects on the reading performance of at-risk children. One is Reading Recovery which uses highly trained teachers and a systematic set of procedures to tutor first graders who are having difficulty learning to read. The other is Success for All which uses research-based beginning and intermediate reading programs, one-to-one tutoring, family support, and other elements to provide support for all students in the targeted elementary school. The present research examined the processes and outcomes associated with the implementation of these approaches in comparable first grade classes during one school year. Results showed that Reading Recovery strongly benefited tutored students, particularly on passage comprehension. Success for All was more beneficial for special education students and for students who were not tutored, especially on word attack measures. School climate and teacher attitude results also showed advantages of Success for All’s comprehensive approach in integrating the reading curriculum with family support and schoolwide restructuring
Academic achievement · Compensatory education · Curriculum · Disadvantaged · Economic growth · Economics · Intervention (counseling · Mathematics education · Medical education · Pedagogy · Political science · Program evaluation · Reading (process · Reading comprehension · Restructuring · Set (abstract data type · Computer Science · Diverse Educational Innovations Studies · Early Childhood Education and Development · Medicine · Parental Involvement in Education · Psychology · Reading and Literacy Development
Success for All in England
Schools, Achievement, and Inequality
Holding back and holding behind
Research on Effective Instruction for At-Risk Students
Using the right design to get the ‘wrong’ answer? Results of a random assignment evaluation of a volunteer tutoring programme
Family or friends
When community becomes an agent of educational support
Resilience in Children
We're Supposed to Already Know How to Teach Reading”
The Search for School Climate
Prediction of School Failure From Third-Grade Data
Preventing Early Reading Failure with One-to-One Tutoring
Beginning to Read
Comparing Instructional Models for the Literacy Education of High-Risk First Graders
Reading Recovery in the United States
An Exchange
Success for All
Success for All
Organizational Climate
| Citations per year | 0.34 |
|---|---|
| Citation span | 1997 - 2017 (21) |
| Highly cited | No |