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ERIC Number: ED496295
Record Type: Non-Journal
Publication Date: 2006-Mar-23
Pages: 154
Abstractor: ERIC
The National Evaluation of Reading Comprehension Interventions: Design Report. Final Report
James-Burdumy, Susanne; Myers, David; Deke, John; Mansfield, Wendy; Gersten, Russell; Dimino, Joseph; Dole, Jan; Liang, Lauren; Vaughn, Sharon; Edmonds, Meaghan
Mathematica Policy Research, Inc.
This report lays out the design for the Evaluation of Reading Comprehension Interventions, which is assessing supplemental reading comprehension programs for fifth-grade students in Title I schools. The key design parameters are described. The report itself provides the rationale for these decisions and discusses design and measurement issues, including sample sizes necessary to address the study's key questions. This report details the evaluation focus, process for selecting interventions and schools, and the key research design parameters. The authors hypothesized that the school and classroom context, as well as teacher characteristics, will affect how the reading curricula and instruction are implemented. Following Chapter I which states the problem and conceptual framework, Chapter II outlines the procedures for selecting interventions and schools for the study. Finally, Chapter III discusses the random assignment design, sample size requirements, and data collection and data analysis plans. The following are appended: (1) Technical Working Group Members; (2) The Issue of Multiple Comparisons; and (3) Data Collection Instruments. (Contains 6 tables and 2 figures.)
Mathematica Policy Research, Inc. P.O. Box 2393, Princeton, NJ 08543-2393. Tel: 609-799-3535; Fax: 609-799-0005; e-mail:; Web site:
Publication Type: Reports - Evaluative; Tests/Questionnaires
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Mathematica Policy Research, Princeton, NJ.; Institute of Education Sciences (ED), Washington, DC.
Grant or Contract Numbers: N/A