Reading and Writing of First-Grade Students in a Restructured Chapter 1 Program

Reading and Writing of First-Grade Students in a Restructured Chapter 1 Program

Studies that demonstrate effective Chapter 1 programs have been few. This project examined the effects of focused Chapter 1 instruction on first-grade students' literacy. Three perspectives on students' end-of-the-year reading and writing performances showed that (a) the majority of projec...

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Bibliographic Details
Published in:American educational research journal Vol. 29; no. 3; pp. 545 - 572
Main Authors: Hiebert, Elfrieda H., Colt, Jacalyn M., Catto, Sharon L., Gury, Ellen C.
Format: Journal Article
Language:English
Published: Washington, DC American Educational Research Association 01-10-1992
Subjects:
Children
Childrens literature
Comparative Analysis
Compensatory Education
Curricula
Curriculum subjects: programmes and methods
Early Intervention
Education Consolidation Improvement Act Chapter 1
Educational Change
Educational research
Educational sciences
Educationally Disadvantaged
Elementary Education
Elementary School Students
Federal Programs
Grade 1
Literacy
Program Development
Program Effectiveness
Reading Achievement
Reading instruction
Reading teachers
Reading, writing
Reform Efforts
Remedial Instruction
Teachers
Teaching methods
Teaching, Learning, and Human Development
Writing Achievement
Writing instruction
USA
Writing
Compensatory Education
Curriculum
Reading
Curriculum Evaluation
Basic Education
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Summary:Studies that demonstrate effective Chapter 1 programs have been few. This project examined the effects of focused Chapter 1 instruction on first-grade students' literacy. Three perspectives on students' end-of-the-year reading and writing performances showed that (a) the majority of project students could read a primer text or higher fluently; (b) students in the restructured Chapter 1 program had significantly higher performances than students in the district's regular Chapter 1 program; and (c) students in the restructured Chapter 1 who had begun first grade with significantly lower readiness scores than all groups of classmates were performing comparable to students in the middle of the class. The discussion raises questions about sustenance of student growth and teacher practices and proposes directions for Chapter 1.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:0002-8312
1935-1011
DOI:10.3102/00028312029003545