Two Approaches to Reading Program Evaluation: A Standardized Test and Direct Assessment

1980 ◽  
Vol 3 (4) ◽  
pp. 77-87 ◽  
Author(s):  
Thomas C. Lovitt ◽  
Kathryn Fantasia
Keyword(s):  
Program Evaluation ◽  
Standardized Test ◽  
Statistical Significance ◽  
Learning Disabled ◽  
Reading Program ◽  
Reading Programs ◽  
Direct Approach ◽  
Ethical Concerns ◽  
Direct Assessment ◽  
Evaluation Approaches

Pretest and posttest measures of reading were obtained for two groups of learning disabled youngsters for two years. Measures of two types were scheduled to evaluate the program: a standardized test and direct assessment. The standardized test was the Diagnostic Reading Scales, and for the direct assessment passages from the Holt and Lippincott series were used. The two evaluation approaches were compared on: relationship to book levels passed in a year and statistical significance. The data indicated that the approaches were much alike in respect to these features. Nevertheless, the following argument was made that — based on reliability considerations, practical issues, and ethical concerns — teachers might be better off to opt for the direct approach to evaluating their reading programs.

Reading Achievement of Disabled Learners

1979 ◽  
Vol 45 (6) ◽  
pp. 454-458 ◽  
Author(s):  
Ned Ratekin
Keyword(s):  
School Districts ◽  
Reading Instruction ◽  
Experimental Period ◽  
Learning Disabled ◽  
Reading Program ◽  
Reading Programs ◽  
Analysis Of Covariance ◽  
Disabled Children ◽  
Reading Group ◽  
Principles Of Learning

This article compares the reading progress of learning disabled children receiving oralographic reading instruction with the progress of disabled learners in current special reading programs in five school districts. The experiment was conducted to measure the validity of the Oralographic Reading Program as an approach that meets distinctive needs of learning disabled children in reading. The results of standardized survey and diagnostic tests, using analysis of covariance procedures, revealed significantly higher performance in reading by the oralographic reading group at the end of the experimental period. Program elements considered to provide the treatment effects include careful provision for general principles of learning as well as planned guidance in the integration and application of developing skills.

Training parents as effective listeners of their children's reading

1987 ◽  
Vol 1 ◽  
pp. 1-10
Author(s):  
S. Raciti ◽  
P. Mathams
Keyword(s):  
Special Education ◽  
Oral Reading ◽  
Pilot Project ◽  
Reading Program ◽  
Reading Programs ◽  
Children's Reading ◽  
Target Children ◽  
Children’S Reading

This study briefly outlines the results of a pilot project within the Bowen Special Education District directed to the training of parents as effective listeners of children's oral reading. The study assesses the relevant listening behaviours of two parents before, during and after being involved in a Parent Helper's Reading Program. The effectiveness of the program is generally evident from the observed improvement in listening behaviours demonstrated by the parents. Furthermore, the increased competency in listening behaviours by parents is paralleled by a simultaneous improvement in oral reading and comprehension performance by the target children. Also, the children's generalisation of skills from home to school is noted by both parents and teachers. Overall, this study suggests two significant implications to be considered within the context of existing reading programs utilising adult helpers. Firstly, the use of untrained helpers within school reading programs needs to be questioned. Secondly, the effectiveness of parent helper programs is dependent upon the level of follow-up and monitoring made available to program participants. While the limitations of generalising from a project using only two subjects is realised, the results suggest important areas for future investigations.

scholarly journals Fostering Metacognitive Reading Strategies in Thai EFL Classrooms: A Focus on Proficiency

2019 ◽  
Vol 12 (7) ◽  
pp. 75
Author(s):  
Charinwit Seedanont ◽  
Suphawat Pookcharoen
Keyword(s):  
Reading Strategies ◽  
Standardized Test ◽  
Statistical Significance ◽  
Strategy Instruction ◽  
Reading Performance ◽  
Reading Test ◽  
Future Research ◽  
Efl Learners ◽  
Wide Range ◽  
Metacognitive Reading Strategies

EFL readers tend to experience a number of challenges while learning, due to a number of factors that affect how these readers achieve their learning goals. Metacognitive strategies, referring to one’s deliberate, goal-directed control over cognitive enterprises, are considered crucial for assisting EFL learners to be able to accomplish comprehension while reading. Previous studies have enriched the knowledge of metacognitive reading strategies in EFL settings. However, only few investigations yielded statistically significant effects on learners’ reading performance. This present study hence foresees an opportunity to shed new light on this issue by focusing on EFL learners’ proficiency. The objectives of this research are twofold: exploring the effects of the metacognitive strategy instruction on the strategy awareness, and perceiving the effects of the instruction on the reading performance in taking a standardized test. Forty-three students enrolling in a private male school in Bangkok, Thailand participated in the study, lasting ten weeks. A wide range of research tools were administered: SORS, IELTS reading test, and lesson plans. The findings suggested that the students’ awareness of reading strategies used in terms of sub-categories and IELTS reading test score improved with statistical significance. Pedagogical implications and suggestions for future research studies are discussed based on the findings.

scholarly journals Shifting the Sands of Summer Reading

2021 ◽  
Author(s):  
Joanne De Groot
Keyword(s):  
Public Libraries ◽  
Research Question ◽  
Public Library ◽  
Reading Program ◽  
Reading Programs ◽  
Reading Interests ◽  
Staff Members ◽  
Summer Reading ◽  
Library Staff ◽  
Summer Reading Programs

This study investigated ways in which summer reading programs (SRPs) support children’s recreational reading interests and habits and help to promote reading and literacy throughout the summer months. The primary research question was: How do children, parents, and library staff experience their public library summer reading program? This paper will present selected findings from the study related to children’s reading experiences in school and during the summer, reading games and incentives, and designing summer reading programs that emphasize the social aspects of reading. Findings from this study suggest that school and public libraries should consider moving away from traditional summer reading programs that include reading games and rewards and focus instead on providing children, their parents, and library staff members with greater opportunities to interact with books and reading, and one another, throughout the summer.

Advancing Evidence-Based Practice Through Program Evaluation

2018 ◽  
Author(s):  
Julie Q. Morrison ◽  
Anna L. Harms
Keyword(s):  
Program Evaluation ◽  
School Improvement ◽  
Change Agents ◽  
Evidence Based ◽  
School Based ◽  
Tier System ◽  
Challenges And Opportunities ◽  
Education Today ◽  
Evaluation Of Evidence ◽  
Evaluation Approaches

The demand for results-driven accountability is pervasive in all aspects of education today. The shift in emphasis from compliance to accountability for closing achievement gaps and improving student outcomes creates challenges and opportunities for school-based professionals. School-based professionals have a significant role to play in supporting school improvement efforts and improving outcomes for students in their role as program evaluators. Despite the need for advanced knowledge and skills in program evaluation, resources dedicated to developing the competencies of school-based professionals in evaluation approaches, methods, and tools are scarce. This book addresses this need by serving as a practical resource for school-based professionals seeking to use program evaluation to enhance data-based decision making and accountability as informed by implementation research and within the context of a multi-tier system of supports framework. Throughout this book, school-based professionals are positioned as change agents guiding their school or school districts in the adoption, implementation, and evaluation of evidence-based interventions and systems of support to meet students’ academic and behavioral needs.

scholarly journals Building Bridges between Structural and Program Evaluation Approaches to Evaluating Policy

2010 ◽  
Vol 48 (2) ◽  
pp. 356-398 ◽  
Author(s):  
James J Heckman
Keyword(s):  
Economic Policy ◽  
Program Evaluation ◽  
Policy Analysis ◽  
Structural Approach ◽  
Third Way ◽  
Evaluation Approach ◽  
Alternative Approach ◽  
Evaluation Approaches

This paper compares the structural approach to economic policy analysis with the program evaluation approach. It offers a third way to do policy analysis that combines the best features of both approaches. I illustrate the value of this alternative approach by making the implicit economics of LATE explicit, thereby extending the interpretability and range of policy questions that LATE can answer. (JEL C21, E61)

scholarly journals Parent Involvement in Children Reading Development

2018 ◽  
Vol 6 (01) ◽  
Author(s):  
Didik Suryad ◽  
Yufiarti .
Keyword(s):  
Parent Involvement ◽  
Research And Development ◽  
Reading Program ◽  
Reading Programs ◽  
Development Model ◽  
Childhood Education ◽  
Home Reading ◽  
Development Procedure ◽  
Program Research ◽  
At Home

The research was aimed to develop home reading programs for parent to tutor the children learn to read at home. The development procedure owed the work of Borg and Gall’s research and development model. Tryout and implementation were conducted in a Kindergarten School in Bogor, Indonesia. The data was collected through observation, interview and checklist. The product was considerably feasible referred to the judgments of five experienced kindergarten teachers, three early childhood education and 15 parents participating in the implementation. It was concluded that the model contributed to overcome the problem encountered by both parents and kindergarten teachers in how to help children learn to read at home. Keywords: Parent’s involvement, kindergarten reading program, research and development

scholarly journals Read and Learn @ the Library

2019 ◽  
Author(s):  
Nicole Noelle Pernites Ibal ◽  
Lalaine Cruz Montinola
Keyword(s):  
Middle Schools ◽  
Reading Program ◽  
Reading Programs ◽  
Reading Habits ◽  
Library Media ◽  
Media Center ◽  
Library Media Center ◽  
Good Reading ◽  
Active Assistance

This paper will present the Miriam College Lower and Middle Schools’ Library Media Center reading program entitled Read and Learn@the Library. The presentation will focus on the different library activities for the students across Grades 1 to 8. The purpose of the presentation is to share the different reading programs of the library that promotes reading and students’ love for books. The activities presented encouraged the students that reading is enjoyable and worthwhile. The reading program infuse some playful elements that makes reading and learning more fun and engaging among students. This also supports network between teachers, librarians, and storywriters and solicit their active assistance in promoting good reading habits of the students.

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