Making a difference in reading skills: K–2 students in inner–New York City schools


AWARD Reading was a year-long F–3 literacy strategy that integrated printed books with interactive technology. This research intervention compared the effectiveness of AWARD Reading with a traditional basal reading strategy. The students were in F–2 classes of four low socioeconomic schools in inner New York City, and had varying levels of English language ability.

Research results indicated that AWARD Reading increased the literacy skills of early primary students in inner-urban, low socioeconomic schools regardless of the instructional mode used, and regardless of students' ethnicity, entrance reading level or gender.


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