Strengths and Weaknesses Identified by an Evaluation of the Implementation of the Writing To Read Program.
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ERIC Institute of Education Sciences
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| Main Authors: | , |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
1989
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| _version_ | 1867181886763171840 |
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| author | Howard, Katrena C. DiSalvo, Mindy L. |
| author_facet | Howard, Katrena C. DiSalvo, Mindy L. Howard, Katrena C. DiSalvo, Mindy L. |
| collection | Education Resources Information Center |
| contents | Strengths and Weaknesses Identified by an Evaluation of the Implementation of the Writing To Read Program. Howard, Katrena C. DiSalvo, Mindy L. Inservice Teacher Education Primary Education Program Effectiveness Program Evaluation Program Implementation Program Improvement Reading Instruction Reading Research Reading Writing Relationship Writing Instruction Writing Research Writing to Read (WTR), a project of the International Business Machine Corporation (IBM), is a language development program designed to facilitate reading, writing, listening and speaking skills of kindergarten and first grade students. This paper reports on an evaluation of WTR in a large suburban school district in Georgia seeking answers to the following questions: (1) whether the program was implemented in the schools as intended by IBM; (2) if the program was cost effective; and (3) what kind of impact the program had on student achievment. Scores from standardized achievement tests, student and teacher questionnaires, field notes, and interviews to evaluate program effectiveness and to identify strengths and weaknesses were analyzed. Results indicated that: (1) the overall goal of WTR was being achieved for most students; (2) WTR seems to have had a positive impact on teachers' opinions that young children can compose; (3) there was a need for attention to the roles of teachers (as instructional leaders in the lab, and in the classroom in support of WTR), students (at the listening library station and in partnership activities), and central office personnel (in monitoring WTR labs); and (4) there was also a need for attention to the time lapse between training and implementation, the amount of guided practice, the continuation of training during implementation, and general inservice training throughout the year. As a result of these findings, changes were implemented to address the issues raised. (Eight tables of data and 10 appendixes of interview information are attached.) (PRA) |
| format | Recurso educativo Open Access |
| id | eric_ED337785 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1989 |
| record_format | eric |
| spellingShingle | Strengths and Weaknesses Identified by an Evaluation of the Implementation of the Writing To Read Program. Howard, Katrena C. DiSalvo, Mindy L. Inservice Teacher Education Primary Education Program Effectiveness Program Evaluation Program Implementation Program Improvement Reading Instruction Reading Research Reading Writing Relationship Writing Instruction Writing Research Strengths and Weaknesses Identified by an Evaluation of the Implementation of the Writing To Read Program. Howard, Katrena C. DiSalvo, Mindy L. Inservice Teacher Education Primary Education Program Effectiveness Program Evaluation Program Implementation Program Improvement Reading Instruction Reading Research Reading Writing Relationship Writing Instruction Writing Research Writing to Read (WTR), a project of the International Business Machine Corporation (IBM), is a language development program designed to facilitate reading, writing, listening and speaking skills of kindergarten and first grade students. This paper reports on an evaluation of WTR in a large suburban school district in Georgia seeking answers to the following questions: (1) whether the program was implemented in the schools as intended by IBM; (2) if the program was cost effective; and (3) what kind of impact the program had on student achievment. Scores from standardized achievement tests, student and teacher questionnaires, field notes, and interviews to evaluate program effectiveness and to identify strengths and weaknesses were analyzed. Results indicated that: (1) the overall goal of WTR was being achieved for most students; (2) WTR seems to have had a positive impact on teachers' opinions that young children can compose; (3) there was a need for attention to the roles of teachers (as instructional leaders in the lab, and in the classroom in support of WTR), students (at the listening library station and in partnership activities), and central office personnel (in monitoring WTR labs); and (4) there was also a need for attention to the time lapse between training and implementation, the amount of guided practice, the continuation of training during implementation, and general inservice training throughout the year. As a result of these findings, changes were implemented to address the issues raised. (Eight tables of data and 10 appendixes of interview information are attached.) (PRA) |
| title | Strengths and Weaknesses Identified by an Evaluation of the Implementation of the Writing To Read Program. |
| topic | Inservice Teacher Education Primary Education Program Effectiveness Program Evaluation Program Implementation Program Improvement Reading Instruction Reading Research Reading Writing Relationship Writing Instruction Writing Research |
| url | https://eric.ed.gov/?id=ED337785 |