Effective Reading Programs: A Critical Review of Outlier Studies

James V. Hoffman · William L. Rutherford

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Reading and Literacy Development Educational Leadership and Practices Educational Assessment and Improvement

Abstract

WHAT DO we know about effective reading programs? This report summarizes the findings from research on effective schools as it relates to this basic question. The studies included in this review have all employed to one degree or another an outlier paradigm. This paradigm typically involves the identification and study of a school or set of schools which have been highly successful in terms of their effects on pupil achievement where extra-institutional factors would predict patterns of failure. Common characteristics of effective schools as revealed by the studies are organized around the dimensions of: program characteristics, leadership behaviors, and psychological conditions. The report poses questions about this literature and in particular the applications being made of the findings. Directions for future research are suggested.

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1983Effective Schools: A Review 1982The Search for School Climate: A Review of the Research 1976Analysis of the School Preferred Reading Program in Selected Los Angeles Minority Schools.1983Research on Effective Schools: A Cautionary Note 1983Research for School Improvement: An Appraisal of Some Recent Trends 1971Inner-City Children Can Be Taught to Read: Four Successful Schools. CBE Occasional Papers, Number 18.1983Science or Reform: Some Questions about the Effective Schools Model.1981Input-Output Analyses of Schools

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