Comparing the effectiveness of scripted and non-scripted language arts programs in low-performing schools.

摘要

The goals of this research are two-fold: (1) to survey the literature comparing the effectiveness (as measured by student achievement on state tests) of scripted language arts/reading programs in low-performing schools, and (2) to compare middle school teachers' attitudes (measured in questionnaires, interviews and surveys) on implementation and effectiveness of such reading programs in Program Improvement schools, varying in PI status (PI Year 1, 3, 5 or Exited).;This investigator reviewed the literature, and then surveyed, interviewed, collected and analyzed data from (27) teachers in Santa Clara County middle schools that varied according to their Program Improvement Year status.;Findings from the teacher data and the literature review indicate a high level of support for direct instruction—a common feature of scripted reading programs. The teacher interviews indicate that, regardless of years of teaching experience, most teachers in program improvement and exited schools in the sample preferred non-scripted language arts programs. This sample, while acknowledging the role of direct instruction, preferred balance approaches in instruction that included both scripted and non-scripted materials and strategies.