Accelerating Reading Progress in Early Literacy Project Classrooms Three Exploratory Studies

• Published in: Remedial and special education Vol. 19; no. 3; pp. 142 - 159
• Main Authors: Englert, Carol Sue, Mariage, Troy V., Garmon, M. Arthur, Tarrant, Kathi L.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.05.1998; SAGE PUBLICATIONS, INC
• Subjects: Classrooms; Curricula; Curriculum Design; Early literacy; Elementary Education; Emergent Literacy; Grade 1; Grade 4; Inclusive Schools; Individualized Education Programs; Individualized Instruction; Learning; Learning disabilities; Learning Strategies; Mild Disabilities; Program Effectiveness; Reading Achievement; Reading Instruction; Self Contained Classrooms; Special education; Students; Teachers; Writing
• ISSN: 0741-9325; 1538-4756
• DOI: 10.1177/074193259801900303

This article reports the results of three studies conducted to determine the efficacy of the Early Literacy Project (ELP) in improving the reading performance of students with mild disabilities. The combined studies focused on three questions: (1) What is the potential of the ELP for accelerating literacy learning? (2) What is the nature of literacy learning among four levels of beginning readers? (3) What are the effects of the ELP when it is embedded In a general education curriculum? The results of these exploratory studies suggest that the ELP has been effective In accelerating literacy learning, but that the annual gains of students might be different depending on their entry-level skills In reading. Additionally, the results suggest that the ELP curricular approach can be successfully integrated into the general education curriculum, although further research on the efficacy of Its use In general education contexts is necessary.