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

该项目将一个个性化的阅读项目IRM扩展到拉丁裔和欧美学生，该项目基于对市中心非裔美国儿童阅读错误的语言分析。在项目的第一年，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/族裔群体：非裔美国人、欧美裔美国人、英语阅读为主的拉丁裔和西班牙语阅读为主的拉丁裔。该分析将导致以IRM项目开发的干预措施为模型的干预措施。第二年，这些干预措施将在拉丁裔和欧美挣扎读者中进行测试。在第三年，将在费城和亚特兰大进行一项随机研究，在上学日、上学日和延长的日托期间测试IRM干预，在所有四组儿童中测试没有IRM但有标准阅读课程的干预。

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.