The Effective Instruction of Comprehension: Results and Description of the Kamehameha Early Education Program

Abstract

A READING PROGRAM for young children, which features systematic instruction in comprehension, has been developed for Polynesian Hawaiian children who have a potentially high risk for educational failure. The program (KEEP) was assessed in terms of three experiments: (1) a successive-cohorts analysis demonstrated the KEEP program superior to a phonics-based program; (2) an experimental vs. control design demonstrated superiority of the KEEP-laboratory school program over matched public school controls; and (3) when installed in public school classrooms, the KEEP program was superior to control classrooms under conditions of random student assignment. The program is described fully, with emphasis on its comprehension orientation, small-group format, direct teacher instruction, systematic instructional objectives, criterion referenced testing, and quality control of teacher performance. The KEEP program is carefully adapted to the cultural needs and abilities of Hawaiian children. Implications for development of instructional programs for other minority children are discussed.

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