INCREASING THE ACADEMIC-SUCCESS OF DISADVANTAGED-CHILDREN - AN EXAMINATION OF ALTERNATIVE EARLY INTERVENTION PROGRAMS

In recent years, two programs have gained national attention for produ cing significant and sustained effects on the reading performance of a t-risk children. One is Reading Recovery which uses highly trained tea chers and a systematic set of procedures to tutor first graders who ar e having difficulty learning to read. The other is Success for All whi ch uses research-based beginning and intermediate reading programs, on e-to-one tutoring, family support, and other elements to provide suppo rt for all students in the targeted elementary school. The present res earch examined the processes and outcomes associated with the implemen tation of these approaches in comparable first grade classes during on e school year. Results showed that Reading Recovery strongly benefited tutored students, Particularly on passage comprehension. Success for All was more beneficial for special education students and for student s who were not tutored, especially on word attach measures. School cli mate and teacher attitude results also showed advantages of Success fo r All's comprehensive approach in integrating the reading curriculum w ith family support and schoolwide restructuring.