{"title":"一个标题是我读书成功的故事","authors":"Darrell Morris","doi":"10.1080/19388070509558439","DOIUrl":null,"url":null,"abstract":"Abstract This study describes the evolution of an exemplary Title I reading program in a rural elementary school. The key element in the program was a knowledgeable reading teacher who worked directly with children and also supervised the tutoring efforts of others (teacher assistants and community volunteers). A snapshot of longitudinal test data showed that out of 12 children identified as at‐risk readers in first grade, 7 achieved grade‐level reading status by the end of third grade and 2 more were less than one year below grade level.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"45 1","pages":"1 - 17"},"PeriodicalIF":0.0000,"publicationDate":"2005-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070509558439","citationCount":"5","resultStr":"{\"title\":\"A title I reading success story\",\"authors\":\"Darrell Morris\",\"doi\":\"10.1080/19388070509558439\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract This study describes the evolution of an exemplary Title I reading program in a rural elementary school. The key element in the program was a knowledgeable reading teacher who worked directly with children and also supervised the tutoring efforts of others (teacher assistants and community volunteers). A snapshot of longitudinal test data showed that out of 12 children identified as at‐risk readers in first grade, 7 achieved grade‐level reading status by the end of third grade and 2 more were less than one year below grade level.\",\"PeriodicalId\":88664,\"journal\":{\"name\":\"Reading research and instruction : the journal of the College Reading Association\",\"volume\":\"45 1\",\"pages\":\"1 - 17\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2005-09-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1080/19388070509558439\",\"citationCount\":\"5\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Reading research and instruction : the journal of the College Reading Association\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/19388070509558439\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Reading research and instruction : the journal of the College Reading Association","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/19388070509558439","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Abstract This study describes the evolution of an exemplary Title I reading program in a rural elementary school. The key element in the program was a knowledgeable reading teacher who worked directly with children and also supervised the tutoring efforts of others (teacher assistants and community volunteers). A snapshot of longitudinal test data showed that out of 12 children identified as at‐risk readers in first grade, 7 achieved grade‐level reading status by the end of third grade and 2 more were less than one year below grade level.
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