“Success for All” Middle Schools Add Content to Middle Grades Reform

Slavin, Robert E.; Daniels, Cecelia; Madden, Nancy A.

doi:10.1080/00940771.2005.11461498

Cited by 8 publications

(6 citation statements)

References 2 publications

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“…In an adaptation of Student Team Reading, Slavin, Daniels, and Madden (2005) created a program called The Reading Edge to serve as the reading component of the Success for All Middle School program. The Reading Edge uses the same cooperative learning structures and basic lesson design as Student Team Reading but regroups students for reading instruction according to their reading levels across grades and classes.…”

Section: The Reading Edgementioning

confidence: 99%

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Effective Reading Programs for Middle and High Schools: A Best‐Evidence Synthesis

Slavin

Cheung

Groff

et al. 2008

Reading Research Quarterly

Self Cite

203

162

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This article systematically reviews research on the achievement outcomes of four types of approaches to improving the reading of middle and high school students: (1) reading curricula, (2) mixed‐method models (methods that combine large‐and small‐group instruction with computer activities), (3) computer‐assisted instruction, and (4) instructional‐process programs (methods that focus on providing teachers with extensive professional development to implement specific instructional methods). Criteria for inclusion in the study were use of randomized or matched control groups, a study duration of at least 12 weeks, and valid achievement measures that were independent of the experimental treatments. A total of 33 studies met these criteria. The review concludes that programs designed to change daily teaching practices have substantially greater research support than those focused on curriculum or technology alone. Positive achievement effects were found for instructional‐process programs, especially for those involving cooperative learning, and for mixed‐method programs. The effective approaches provided extensive professional development and significantly affected teaching practices. In contrast, no studies of reading curricula met the inclusion criteria, and the effects of supplementary computer‐assisted instruction were small. [Note: Robert Slavin discusses the research presented in this article in a podcast presented by the “Voice of Literacy”: http://www.voiceofliteracy.org/posts/27155]. تستعرض هذه المقالة بانتظام أبحاثاً علمية فيما يتعلق بالنتائج التحصيلية لأربعة أنواع من الاتجاهات التي تهدف إلى تحسين مهارة القراءة لدى الطلاب في الإعدادية والثانوية: (1) مناهج قرائية و(2) نماذج متعددة الطرق (أي الطرق التي تجمع بين تعليم مجموعات كبيرة وصغيرة وبين أنشطة حاسوبية) و(3) التعليم بمساعدة الحاسوب و(4) برامج عملية التعليم (أي الطرق التي تركز على توفير المعلمين بتطوير ممتد في الحرفة لتنفيذ طرق تعليمية معينة). وفيما يلي المعايير المحددة لكي تدخل معلومة في البحث أولاً استخدام مجموعات ضابطة ذات الصبغة العشوائية أو المتماثلة وثانياً لا تقل مدة البحث عن 12 أسبوعاً وثالثاً نتائج تحصيلية سليمة مستقلة عن العلاجات التجريبية وفي المجموع 33 بحثاً وفت بهذه المعايير. استنتجت هذه المراجعة أن البرامج المصممة لتغيير الممارسات التعليمية اليومية قد اكتسبت دعماً بحثياً أكثر بكثير من البرامج التي ركزت على المنهاج الدراسي أو التقنية فحسب. وقد تم إيجاد تأثيرات تحصيلية إيجابية للبرامج المبنية على عملية تعليمية لا سيما التي تشتمل على التعلم التعاوني والبرامج المتعددة الطرق. وقد وفرت الاتجاهات الفعالة التطوير الممتد للحرفة وأثرت على الممارسات التعليمية بشكل كبير وعلى النقيض من ذلك لم يفِ أي بحث علمي في المنهاج القرائي بمعايير دخول هذه الدراسة وكانت تأثيرات التعليم التكميلي بمساعدة الحاسوب ضئيلة. [Podcast: http://www.voiceofliteracy.org/posts/27155]. 本文有系统地回顾有关以四个不同途径改善初、高中生阅读成果的研究：(1)从学生阅读课程着手，(2)采用混合教学模式(结合了大班、小组授课和电脑活动的教学法)，(3)采用电脑辅助教学法，(4)采用教学过程训练课程(集中提供教师广泛的专业发展，帮助他们实施一些专门的教学法)。纳入研究回顾之标准为：研究采用随机样本或对照组，研究起码持续至十二周，学习成果考验方法正确有效，独立于不同实验组所进行的实验处理。有33个研究符合这些标准，被纳入回顾。本文的结论是：训练课程的设计若是针对改变教师的日常教学实践，较光是针对阅读课程或电脑科技，有更充分的研究实证支持。教学过程训练课程，尤其是那些采用合作...

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Section: The Reading Edgementioning

confidence: 99%

“…A large-scale matched study of The Reading Edge was carried out by Slavin et al (2005). Seven high-poverty schools in six U.S. states implemented The Reading Edge over a three-year period.…”

Section: The Reading Edgementioning

confidence: 99%

Effective Reading Programs for Middle and High Schools: A Best‐Evidence Synthesis

Slavin

Cheung

Groff

et al. 2008

Reading Research Quarterly

Self Cite

203

162

View full text Add to dashboard Cite

show abstract

“…Early successes have been achieved in comprehensive middle-school reform models, notably the Talent Devel-opment Middle School (Balfanz & MacIver, 2000), Cooperative Integrated Reading and Composition (CIRC) (Stevens & Durkin, 1992), and the SFAMS (Slavin et al, 2005).…”

Section: Background Of the Reading Edgementioning

confidence: 99%

“…The four key areas of metacognitive strategy use, cooperative learning, goal setting and feedback, and classroom management are embedded in the everyday classroom routines that teachers use for instruction and that students use to become better readers (Slavin et al, 2005). The following sections describe how each of the key program areas is manifested in The Reading Edge.…”

Section: The Reading Edge -Program Descriptionmentioning

confidence: 99%

“…A previous matched experimental study of the Success for All Middle School (SFAMS), in which The Reading Edge provides the daily literacy instruction, produced positive effects on the reading achievement of middle-school students (Slavin, Daniels, & Madden, 2005). This study took place in seven experimental and seven control schools in six states, (Slavin et al, 2005).…”

mentioning

confidence: 97%

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The Reading Edge: a randomized evaluation of a middle school cooperative reading program

Slavin

Chamberlain

Daniels

et al. 2009

Effective Education

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This article describes a randomized evaluation of The Reading Edge, a reading program for middle-school students. The Reading Edge was designed to integrate findings of research on cooperative learning and metacognitive reading strategies into a replicable reading instructional package that could be implemented effectively in Title I middle schools. In this study, 788 sixth graders in two cohorts in two high-poverty, rural middle schools were randomly assigned to participate in The Reading Edge or to continue with their existing reading programs. Each cohort participated for one year. In both years, observations of classroom use of metacognitive strategies, cooperative learning, and goal setting/feedback showed moderate levels of implementation in The Reading Edge classes but little use in control classes. Statistically significant differences were found combining across cohorts on the Gates-MacGinitie reading test total (p < 0.01), comprehension (p < 0.05), and vocabulary (p < 0.01) scales. Effects were similar for students who were high, average, and low in pre-test scores. Outcomes for the two cohorts were nearly identical. These findings support a conclusion that effects of The Reading Edge are modest but reliable in high-poverty middle schools.

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