Investigating the Effectiveness of an Integrated Learning System on Early Emergent Readers.

Paterson, Wendy A.; Henry, Julie Jacobs; O'Quin, Karen; Ceprano, Maria A.; Blue, Elfreda V.

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Peer reviewed

ERIC Number: EJ666005

Record Type: Journal

Publication Date: 2003

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0034-0553

EISSN: N/A

Available Date: N/A

Investigating the Effectiveness of an Integrated Learning System on Early Emergent Readers.

Paterson, Wendy A.; Henry, Julie Jacobs; O'Quin, Karen; Ceprano, Maria A.; Blue, Elfreda V.

Reading Research Quarterly, v38 n2 p172-207 Apr-Jun 2003

Presents the results of a one-year study of the effectiveness of the Waterford Early Reading Program on kindergarten and first-grade children in a large urban school district in New York state. Concludes that the Waterford program failed to outperform non-Waterford classrooms in part because it did not simulate or encourage the social constructions and interactions necessary for growth in early emergent reading and writing. (SG)

Descriptors: Emergent Literacy, Grade 1, Interpersonal Relationship, Kindergarten, Primary Education, Program Effectiveness, Reading Instruction, Reading Programs, Writing Instruction

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: New York

Grant or Contract Numbers: N/A

What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards

WWC Study Page: http://ies.ed.gov/ncee/wwc/study/63529

IES Cited: ED506340

Author Affiliations: N/A