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The roles of professional organizations in the effective teaching of reading in Chicago public schools: the International Reading Association and Illinois Reading Council as case studies

机译：专业组织在芝加哥公立学校有效阅读教学中的作用：国际阅读协会和伊利诺伊州阅读委员会作为案例研究

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This research examined the relevance of professional associations to effective reading teaching in Chicago Public Schools (CPS). It looked at the performances of students in meets and exceeds in the Illinois State Achievement Test (ISAT) for third and eight grade students in selected schools in CPS between 1999 and 2004 and how the professional development resources of both the IRA and IRC affected students??? performances by interviewing and conducting a sample survey of CPS reading specialists and literacy coaches.The study obtained data from public access and compared how third and eighth grade students performed in meets and exceeds category in the ISAT before reading specialists (RS) and literacy coaches (LC) were hired in 2001, and three years after hiring to see if there were any significant improvements in students??? performances in meets and exceeds in ISAT of the third and eighth grade students. The study discovered there was no statistical difference in students??? performances before and after the hiring of the RS and LC.The analysis of the surveys and interviews with the sample of reading specialists and literacy coaches who were members of the IRA and IRC between 2001 and 2004, revealed that students performances improved in meets and exceeds through the use of IRA/IRC professional development resources.In conclusion, the study recommended that reading specialists and literacy coaches needed more time to maximize the various benefits they could gain from continued memberships in both the IRA and IRC because the results of the ISAT data did not support the analysis of the surveys and interviews in the improvement in students??? performances in the three years of the Chicago Reading Initiative.

机译：这项研究探讨了专业协会与芝加哥公立学校（CPS）有效阅读教学的相关性。它考察了1999年至2004年伊利诺伊州成绩测验（ISAT）中针对CPS选定学校的三年级和八年级学生的成绩达到和超过的学生，以及IRA和IRC的专业发展资源如何影响学生？ ??通过采访和对CPS阅读专家和扫盲教练进行抽样调查来获得表现。该研究从公众获取的数据中进行了比较，并比较了三年级和八年级学生在ISAT中达到和超过ISAT类别的表现，然后再阅读专家（RS）和扫盲教练（ LC）于2001年被聘用，并在聘用三年后，看学生是否有显着进步？？？三年级和八年级学生在ISAT中达到和超过ISAT的表现。研究发现学生之间没有统计学差异？？？在使用RS和LC之前和之后的表现。对2001年至2004年间属于IRA和IRC的阅读专家和识字教练的样本进行的调查和访谈的分析表明，学生的表现在满足和超越方面得到了提高总之，该研究建议阅读专家和扫盲教练需要更多的时间来最大化他们从IRA和IRC继续成为会员所能获得的各种好处，因为ISAT数据的结果不支持对学生的进步进行调查和访谈的分析？？？芝加哥读书计划三年的演出。

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Neal Margie M.;
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The roles of professional organizations in the effective teaching of reading in Chicago public schools: the International Reading Association and Illinois Reading Council as case studies

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