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Success for All is firmly founded
on the findings of scientifically-based reading research
and, more important, has been evaluated extensively
as a program in studies that meet the highest standards
of methodological rigor. Studies comparing Success for
All and matched control groups have been performed by
many investigators in many locations, and the findings
have almost always favored the Success for All groups
on reliable and valid measures of reading achievement,
such as the Woodcock and the Durrell Oral Reading scales.
These studies have been published in selective journals,
such as American Educational Research Journal, Elementary
School Journal, and Journal of Educational Psychology.
In a review of twenty-two comprehensive
reform programs sponsored by the U.S. Department of
Education, the Comprehensive School Reform Quality Center
at the American Institutes for Research put Success
for All and one other program, Direct Instruction, in
the highest category it awarded for research quality
and outcomes (CSRQ, 2005). The
CSRQ review identified 31 "convincing"
studies of Success for All, as many as the combined
number for the other 21 programs.
A meta-analysis of research on twenty-nine
comprehensive reform models by Borman, Hewes, Overman,
& Brown (2003) categorized Success for All as one
of only three programs with "Strongest Evidence
of Effectiveness" based on research quality, quantity,
and impact. Additionally, Success for All received the
highest rating by the
Eastern Regional Reading First Technical Assistance
Center (FCRR, 2005).
Each element of Success for All is
built around the findings of rigorous research in reading
and learning, and each is highly consistent with the
findings of the National Reading Panel (NRP) (1999)
and the National Research Council (NRC) (Snow, Burns,
& Griffin, 1998). The program was originally developed
to put in practice the findings of a review of early
reading research carried out by Marilyn Adams (1990).
The elements of Success for All align with the five
components of effective reading instruction specified
in the Reading First guidelines. These five components,
phonemic awareness, phonics, vocabulary development,
reading fluency, and reading comprehension strategies,
are derived from the same research used as the basis
for the development of Success for All and are highlighted
in the Adams, NRC, and NRP reviews.
For detailed reviews of the research
on Success for All, including reviews of the scientifically-based
reading research on which its components were based,
see our research
section.
Adams, M. J. (1990). Beginning to Read: Thinking
and Learning About Print. Cambridge, MA: MIT Press.
Borman, G.D., Hewes, G.M., Overman,
L.T., & Brown, S. (2003) Comprehensive school
reform and achievement: A meta-analysis. Review
of Educational Research, 73 (2), 125-230
The Comprehensive School Reform Quality
Center. (2005). CSRQ Center Report on Elementary
School Comprehensive School Reform Models. Washington,
DC: American Institutes for Research.
Florida Center for Reading Research.
(2005). Success for All Report.
Herman, R. (1999). An Educator’s
Guide to Schoolwide Reform. Arlington, VA: Educational
Research Service.
National Reading Panel (1999). Teaching
Children to Read. Washington, DC: U.S. Department
of Education.
Pearson, P. D., & Stahl, S. (2001).
Choosing a Reading Program: A Consumer’s Guide.
Columbus, OH: Ohio Department of Education.
Slavin, R. E. (1987). Ability Grouping
and Student Achievement in Elementary Schools: A Best-Evidence
Synthesis. Review of Educational Research,
57, 347–350.
Slavin, R. E., & Madden, N. A.
(2001a). Research on Achievement Outcomes of Success
for All: A Summary and Response to Critics. Phi
Delta Kappan, 82 (1), 38–40, 59–66.
Slavin, R. E., & Madden, N. A.,
(eds). (2001b). One Million Children: Success for
All. Thousand Oaks, CA: Corwin.
Snow, C. E., Burns, S. M., & Griffin,
P., (eds). (1998). Preventing Reading Difficulties
in Young Children. Washington, DC: National Academy
Press.
Success for All Foundation. (2006).
Summary of Research on the Success for All Reading
Programs
Success for All Foundation. (2006).
Independent Reviews of Success for All.
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