An Experimental Design For Summative Evaluation of Proprietary Reading Materials.

A summative evaluation design was developed as a framework for evaluating instructional materials in remedial reading. The paradigm includes the selection of (1) relevant variables for study and (2) the method of study. Two types of reading materials used in Chicago schools were studied--Cracking the Code (CTC) and the Mott Semi-Programmed Series in Language Skills (MLS). Random procedures were used to select the 36 classrooms studied (two classrooms at each of the fifth-, sixth-, and seventh-grade levels from schools in each of six school districts representing high, middle, and low socioeconomic levels). Teachers in these classrooms were randomly assigned to one of the programs for 1 month and asked to use the programs as supplements to regular instruction. Pretesting and post-testing results were compared. Among the conclusions were (1) that program effects are multiple, (2) that differences based on socioeconomic levels vary at different grade levels, and (3) that no simple decisions are possible regarding which of the programs is superior. Tables of analysis of variance results and references are included. (MS)