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The 1988-89 Compensatory Language Experiences and Reading--Reading Recovery (CLEAR-RR) Program of the Columbus, Ohio, public schools was implemented to provide early intervention to 283 underachieving first-grade pupils who appeared unlikely to learn to read successfully without intensive instruction. The program's two major goals were to develop and provide CLEAR-RR for the first grade pupils and to adapt and apply the inservice program for teachers. Specially trained teachers provided one-on-one half-hour daily lessons during the school year. Pupils included in the final pretest-posttest analysis had received 60 or more instructional lessons. Activities included reading and rereading books while the teacher maintained a record of strategies and errors, writing and reading stories, identifying letters, and analyzing sounds in words. The major evaluation effort was to be accomplished through the administration of the Metropolitan Achievement Tests (MAT6). Due to the inappropriateness of the pretest and posttest levels and incomplete test data for a number of students, caution is advised in reviewing the results of the study. The evaluation sample was comprised of only 104 pupils. Tables are provided for the posttest scores, but no interpretation of the data is undertaken. Findings support continuation of the CLEAR-RR program. (Eight additional recommendations and 23 tables of data are included; survey instruments are attached.) (RS)

This study examined the effectiveness of the Title 1 Elementary School Summer program that provided intervention to underachieving kindergarten through grade 5 pupils who were below average in reading ability at 7 schools located throughout the Columbus, Ohio public school district. The program featured group instruction (with many of the activities modeled after the Reading Recovery program) for 3.25 hours daily over a period of 22 days of instruction. The program also featured a parent component. Of the 785 pupils served, 649 (82.7%) met the attendance criterion for inclusion in the treatment group. Results indicated that: (1) 80.6% of the pupils in the treatment group read a minimum of 8 books; (2) 73% of the treatment group of pupils displayed all 3 strategic processing behaviors desired (constructing meaning, monitoring reading, integrating sources of information) at least once during the instructional period; (3) the 649 treatment group pupils (82.7% of all pupils served) represented 90.1% (707) of the total number of different parents or guardians involved in the program and 93.8% (2,702) of the total contacts made (2,881). Findings suggest that inservice sessions for parents should continue, similar parent inservices should be considered for the regular school year, and program developers should focus on developing the observational and instructional skills of the teachers involved rather than increasing the number of pupils served. (Contains four figures of data.) (RS)

The purpose of the 1990-91 Reading Recovery Program in the Columbus, Ohio public schools was to provide early intervention to underachieving first-grade pupils who appeared unlikely to read successfully without intensive instruction. The program featured individualized one-on-one lessons provided by specially trained teachers. The lessons were based upon diagnostic instruments designed to provide a comprehensive assessment of the pupil's development of reading and writing strategies. Daily 30-minute individualized lessons included a variety of instructional activities designed to help pupils develop reading strategies. The major evaluation effort was accomplished through administration of Metropolitan Achievement Tests and locally constructed instruments. The program served 297 pupils in 38 elementary schools, with an average pupil enrollment of 64.8 days. Of this group, 139 students were included in the evaluation sample. Results indicated that the three desired outcomes were met: (1) 69.8% of the pupils had a normal curve equivalent (NCE) gain of 3.0 or better; (2) 96.1% of the pupils were not retained in grade 1; and (3) 98.1% of the pupils had parental involvement. Results also indicated that 80.8% of the teachers believed the program was of value to their pupils, and that the program was expensive in comparison to other compensatory programs. Findings support the continuation of the program. (Eight specific recommendations and 23 tables of data are included; survey instruments, record-keeping sheets, and comments from the classroom teacher survey are attached.) (RS)

The Early Literacy Program in the Columbus, Ohio public schools provided early intervention to underachieving first- and second-grade pupils who appeared unlikely to read and write successfully without additional reading instruction. The program featured small group instruction for 40-45 minutes daily. During 1990-91, 65 teachers served 1477 pupils in 43 schools. Lessons were tailored to build on what pupils already knew while strengthening a self-improvement system which would lead to continued growth. The evaluation effort was accomplished through administration of Metropolitan Achievement Tests and locally constructed instruments. Results indicated that the three established desired outcomes were met: (1) 152 pupils of an evaluation sample of 248 pupils gained at least 3.0 normal curve equivalents in total reading; (2) 240 pupils of an evaluation sample of 263 pupils were promoted to the next grade level; and (3) parents of 256 of a sample of 265 pupils participated in the program by visiting and/or volunteering in the classroom. Findings support the continuation of the program. (Seven specific recommendations and eight tables of data are included; a calendar worksheet, parent involvement log, and a pupil data sheet are attached.) (RS)

The 1989-90 Compensatory Language Experiences and Reading-Recovery (CLEAR-RR) Program of the Columbus, Ohio Public Schools was implemented to provide early intervention to 514 underachieving first-grade pupils who appeared unlikely to learn to read successfully without intensive instruction. Specially trained teachers provided one-on-one half-hour daily lessons during the school year. The 184 pupils included in the final pretest-posttest analysis had received 60 or more instructional lessons or were successfully discontinued from the program and reported valid scores for the pretest and posttest. The major evaluation effort was to be accomplished through the administration of the Metropolitan Achievement Tests (MAT6). Results indicated that the program met each of the three desired outcomes: (1) over half of the students had a normal curve equivalent gain of 3.0 or better; (2) 90% of the students were not retained in the first grade; and (3) 95% had parental involvement in the program. Findings support continuation of the CLEAR-RR program. (Eight additional recommendations and 24 tables of data are included; survey instruments are attached.) (RS)