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An Experimental Study of the Effects of Considerate Curricula in Language Arts on Reading Comprehension and Writing. Research Report.

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Title: An Experimental Study of the Effects of Considerate Curricula in Language Arts on Reading Comprehension and Writing. Research Report.
Language: English
Authors: Grossen, Bonnie, Hagen-Burke, Shanna, Burke, Mack D., Kansas Univ., Lawrence. Inst. for Academic Access.
Peer Reviewed: N
Page Count: 56
Publication Date: 2002
Sponsoring Agency: Special Education Programs (ED/OSERS), Washington, DC.
Document Type: Reports - Research
Descriptors: Curriculum Design, Disabilities, High Risk Students, High Schools, Instructional Effectiveness, Language Arts, Poverty, Program Evaluation, Reading Comprehension, Reading Difficulties, Reading Improvement, Reading Instruction, Reading Strategies
Abstract: This report discusses the findings of a study that evaluated the effectiveness of a set of considerate interventions in closing the language arts achievement gap in general, and evaluated the effects of these interventions in complex classroom settings that serve large numbers of at-risk students who have disabilities and live in poverty. The intervention was structured around the six instructional design principles of considerate instruction. The differences obtained in posttest performance of the at-risk groups (n=50) remaining in the study approached significance on the Multi-Level Academic Survey Test of reading comprehension favoring the considerate treatment. The students with disabilities (n=29) in the considerate at-risk classroom improved at a faster rate than their at-risk colleagues on the New Jersey Test of Reasoning. Overall, the results indicated that less than 50 hours of considerate instruction was not sufficient to narrow the achievement gap. The attempt to drop students with disabilities into the standards-based considerate instruction, regardless of prerequisite skills, failed. The two groups of at-risk students who began the considerate intervention in middle school and continued into high school, moving into the standards-based considerate programs with necessary prerequisite skills, seemed closer to attaining the desired outcome. (Contains 20 references, 10 tables, and 3 figures.) (Author/CR)
Entry Date: 2003
Accession Number: ED469291
Database: ERIC
FullText Text:
  Availability: 0
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED469291
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  Data: An Experimental Study of the Effects of Considerate Curricula in Language Arts on Reading Comprehension and Writing. Research Report.
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  Data: <searchLink fieldCode="AR" term="%22Grossen%2C+Bonnie%22">Grossen, Bonnie</searchLink><br /><searchLink fieldCode="AR" term="%22Hagen-Burke%2C+Shanna%22">Hagen-Burke, Shanna</searchLink><br /><searchLink fieldCode="AR" term="%22Burke%2C+Mack+D%2E%22">Burke, Mack D.</searchLink><br /><searchLink fieldCode="AR" term="%22Kansas+Univ%2E%2C+Lawrence%2E+Inst%2E+for+Academic+Access%2E%22">Kansas Univ., Lawrence. Inst. for Academic Access.</searchLink>
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  Data: N
– Name: Pages
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  Data: 56
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2002
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  Data: Special Education Programs (ED/OSERS), Washington, DC.
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  Data: Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Curriculum+Design%22">Curriculum Design</searchLink><br /><searchLink fieldCode="DE" term="%22Disabilities%22">Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22High+Risk+Students%22">High Risk Students</searchLink><br /><searchLink fieldCode="DE" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Arts%22">Language Arts</searchLink><br /><searchLink fieldCode="DE" term="%22Poverty%22">Poverty</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Difficulties%22">Reading Difficulties</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Improvement%22">Reading Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Strategies%22">Reading Strategies</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: This report discusses the findings of a study that evaluated the effectiveness of a set of considerate interventions in closing the language arts achievement gap in general, and evaluated the effects of these interventions in complex classroom settings that serve large numbers of at-risk students who have disabilities and live in poverty. The intervention was structured around the six instructional design principles of considerate instruction. The differences obtained in posttest performance of the at-risk groups (n=50) remaining in the study approached significance on the Multi-Level Academic Survey Test of reading comprehension favoring the considerate treatment. The students with disabilities (n=29) in the considerate at-risk classroom improved at a faster rate than their at-risk colleagues on the New Jersey Test of Reasoning. Overall, the results indicated that less than 50 hours of considerate instruction was not sufficient to narrow the achievement gap. The attempt to drop students with disabilities into the standards-based considerate instruction, regardless of prerequisite skills, failed. The two groups of at-risk students who began the considerate intervention in middle school and continued into high school, moving into the standards-based considerate programs with necessary prerequisite skills, seemed closer to attaining the desired outcome. (Contains 20 references, 10 tables, and 3 figures.) (Author/CR)
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  Label: Entry Date
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  Data: 2003
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  Data: ED469291
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  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 56
    Subjects:
      – SubjectFull: Curriculum Design
        Type: general
      – SubjectFull: Disabilities
        Type: general
      – SubjectFull: High Risk Students
        Type: general
      – SubjectFull: High Schools
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Language Arts
        Type: general
      – SubjectFull: Poverty
        Type: general
      – SubjectFull: Program Evaluation
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Reading Difficulties
        Type: general
      – SubjectFull: Reading Improvement
        Type: general
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Reading Strategies
        Type: general
    Titles:
      – TitleFull: An Experimental Study of the Effects of Considerate Curricula in Language Arts on Reading Comprehension and Writing. Research Report.
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            NameFull: Kansas Univ., Lawrence. Inst. for Academic Access.
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            NameFull: Grossen, Bonnie
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            NameFull: Hagen-Burke, Shanna
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            NameFull: Burke, Mack D.
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