Testing the Effectiveness, Sustainability and Scalability of an Individualized Reading Program for African-American, Latino and Euro-American Inner City Children

该项目扩展了个性化的阅读计划，学习，基于对内城非裔美国儿童阅读错误的语言分析，拉丁美洲和欧美学校人口。 在该项目的第一年，将对费城、亚特兰大和东帕洛阿尔托的720名三年级和四年级儿童的阅读错误进行比较研究，这些儿童平均分为四个种族/民族：非洲裔美国人、欧洲裔美国人、英语阅读占主导地位的拉丁裔和西班牙语阅读占主导地位的拉丁裔。 分析将导致干预措施模仿那些开发的可持续发展计划。在第二年，这些干预措施将在拉丁美洲和欧美挣扎的读者中进行测试。 在第三年，将在费城和亚特兰大进行一项随机研究，在所有四组儿童中测试在上学日、上学日和延长的日托期间，以及在没有阅读但有标准阅读课程的情况下的阅读干预。

This project extends an individualized reading program, IRM, based on a linguistic analysis of reading errors of inner city African American children, to Latino and Euro-American school populations. In the first year of the project a comparative study will be made of the reading errors of 720 children in the 3rd and 4th grades in Philadelphia, Atlanta, and East Palo Alto, equally divided among four racial/ethnic groups: African American, Euro-American, English-reading dominant Latino, and Spanish-reading dominant Latino. The analysis will lead to interventions modeled after those developed from the IRM program. In the second year these interventions will be tested for Latino and Euro-American struggling readers. In year 3 a randomized study will be done in Philadelphia and Atlanta testing the IRM intervention within the school day, during the school day and extended day care, and without IRM but with the standard reading curriculum in all four groups of children.