Effect Sizes to 1.5 Standard Deviations When Integrating Reading and Writing Instruction
Location
Room 212
Proposal Track
Practice Report
Session Format
Presentation
Abstract
The Exemplary Center for Reading Instruction (ECRI) presents evaluation effects to 1.5 sigma (1.5 standard deviations) explaining student achievement when reading and writing integration occurs. Evaluation studies occurred with all student ability and socio-economic levels. One years growth on commercially prepared norm referenced standardized tests equals about .65 sigma.
Many teachers experience challenges when scheduling integrated reading and writing instruction while working with different ability students. ECRI's research codified effective teaching practices and used these practices when designing instruction and scheduling practices leading to the stated effect sizes.
When teachers integrate reading and writing instruction with effective scheduling for grammar, literal, inferential, critical, creative comprehension, and literature, students within all ability and socio-economic levels achieve well.
Keywords
Integrating instruction, Reading, Writing
Recommended Citation
Hobe, John J., "Effect Sizes to 1.5 Standard Deviations When Integrating Reading and Writing Instruction" (2014). Georgia Educational Research Association Conference. 10.
https://digitalcommons.georgiasouthern.edu/gera/2014/2014/10
Proposal
Effect Sizes to 1.5 Standard Deviations When Integrating Reading and Writing Instruction
Room 212
The Exemplary Center for Reading Instruction (ECRI) presents evaluation effects to 1.5 sigma (1.5 standard deviations) explaining student achievement when reading and writing integration occurs. Evaluation studies occurred with all student ability and socio-economic levels. One years growth on commercially prepared norm referenced standardized tests equals about .65 sigma.
Many teachers experience challenges when scheduling integrated reading and writing instruction while working with different ability students. ECRI's research codified effective teaching practices and used these practices when designing instruction and scheduling practices leading to the stated effect sizes.
When teachers integrate reading and writing instruction with effective scheduling for grammar, literal, inferential, critical, creative comprehension, and literature, students within all ability and socio-economic levels achieve well.
