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ERIC Number: ED508365
Record Type: Non-Journal
Publication Date: 2010-Feb
Pages: 1
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: N/A
WWC Quick Review of the Report "Effectiveness of Selected Supplemental Reading Comprehension Interventions: Impacts on a First Cohort of Fifth-Grade Students"
What Works Clearinghouse
The study, "Effectiveness of Selected Supplemental Reading Comprehension Interventions: Impacts on a First Cohort of Fifth-Grade Students," examined the effects of four supplemental reading comprehension curricula: (1) Project CRISS (CReating Independence through Student-owned Strategies), (2) ReadAbout, (3) Read for Real, and (4) Reading for Knowledge. The study included over 5,500 fifth-grade students attending 89 schools in 10 high-poverty school districts. Within each of the 10 districts, schools were randomly assigned to one of four intervention groups that received one of the supplemental curricula or to a control group that received no supplemental curriculum. Student achievement was measured using two reading comprehension assessments: the Group Reading Assessment and Diagnostic Evaluation (GRADE) and a social studies or science reading comprehension assessment developed for the study by the Educational Testing Service. Researchers also combined these scores into a composite test score. Students using the supplemental curricula did not score higher in reading comprehension than students who did not use these curricula. Students using the Reading for Knowledge curriculum scored lower than the control group on the composite test score and science comprehension, with effect sizes of -0.14 and -0.21, respectively. When all four intervention groups were combined, intervention group students scored lower than control group students on the GRADE and the composite test score (both effect sizes of -0.08.) The research described in this report is consistent with WWC evidence standards. This study was a well-implemented randomized controlled trial. [The following study is reviewed in this WWC quick review: James-Burdumy, S., Mansfield, W., Deke, J., Carey, N., Lugo-Gil, J., Hershey, A., Douglas, A., Gersten, R., Newman-Gonchar, R., Dimino, J., & Faddis, B. (2009). "Effectiveness of Selected Supplemental Reading Comprehension Interventions: Impacts on a First Cohort of Fifth-Grade Students" (NCEE 2009-4032). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. This report may be found at ED505578.]
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Publication Type: Reports - Evaluative
Education Level: Elementary Education; Grade 5; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: What Works Clearinghouse (ED)