| Description |
Our school improvement interventions with schools serving linguistically & culturally
diverse students in poor urban settings uses an analytic process based on profiling
learning needs and instructional features in the schools to
design more effective instruction.
The analyses have indicated several areas in reading comprehension that need
redesigning, two of which are examined in this talk. More effective teaching required the
targeting of specific types of vocabulary and strategy instruction that
avoided formulaic teaching.
The significance of the profiling, analyses, and the redesigned instruction for raising
achievement levels has been evaluated through quasi-experimental designs. Gains have been
substantial when judged against criteria for effectiveness that include the need for
accelerated gains and sustainability. |
