RESEARCH
The Latest Research
Report: Effective Reading Programs for of grade 1 or later. A total of 63 beginning generally produced small effects on reading
the Elementary Grades: A Best-Evidence reading studies and 80 upper elementary measures at all grade levels. In particular, the
Synthesis. Review of Educational Research, reading studies met these criteria. evidence did not support the idea that simply
Vol. 79, No. 4, 1391–1466. (December 2009) Findings of the review showed that introducing materials or training with a
instructional process programs designed strong emphasis on phonics will signifi cantly
What? This article systematically reviews to change daily teaching practices have improve reading outcomes. These fi ndings
research on the achievement outcomes substantially greater research support suggest that, while phonics does appear
of four types of approaches to improving than programs that focus on curriculum necessary in reading instruction, solely adding
the reading success of children in the or technology alone. These effective a phonics focus is not enough to increase
elementary grades: reading curricula, instructional process programs are reading achievement.
instructional technology, instructional process characterized by extensive professional
programs, and combinations of curricula and development in classroom strategies, which Authors: Slavin R., Lake C., Chambers B.,
instructional process. Study inclusion criteria aim to maximize students’ participation Cheung A., Davis S.
for the review included the use of randomized and engagement, give students effective
or matched control groups, study duration metacognitive strategies for comprehending Where? This report can be found
of at least 12 weeks, valid achievement text, and strengthen their phonics skills. on the SAGE publications website at
measures independent of the experimental On the contrary, both alternative curricula http://rer.sagepub.com/cgi/content/
treatments, and a fi nal assessment at the end and instructional technology programs abstract/79/4/1391
Report: What Are the Long-Term Effects Researchers examined the effects of also showed that students from all
of Small Classes on the Achievement small classes in grade 3 (the last year achievement levels benefi ted from small
Gap? Evidence from the Lasting Benefi ts of the Project STAR experiment) on classes, but low achievers benefi ted the
Study. American Journal of Education 116. the achievement gap in subsequent most, which narrowed the achievement
(November 2009) grades 4-8. Next, researchers examined gap with high achievers in science,
the cumulative effects of small classes reading, and math.
What? The aim of this study was to in grades kindergarten to 3 on the This research is the fi rst to examine the
investigate the effects of small classes in the achievement gap in subsequent effects of class size over a sustained period
early grades on the achievement gap in later grades 4-8. The achievement gap was and for all levels of students – from low to
grades. To conduct the study, researchers used examined in regards to gender, race, and high achievers.
data from Tennessee’s Project STAR (Student socioeconomic status.
Teacher Achievement Ratio), a four-year, The study found that providing small Authors: Konstantopoulos S., Chung V.
large-scale randomized experimental study of classes for at least several consecutive
reduced class size. The students involved in grades starting in early elementary Where? This report can be found on the
the experiment were then followed for fi ve school gives students the best chance Chicago Journals website at www.journals.
years after participating in Project STAR. to succeed in later grades. Findings uchicago.edu/doi/abs/10.1086/605103
26 Better: Evidence-based Education winter 2010
Better(US)Win10 pp26-27 Research.indd 26 23/2/10 17:09:47
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