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ERIC Number: ED544199
Record Type: Non-Journal
Publication Date: 2013-Jul
Pages: 8
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-
WWC Review of the Report "The Impact of Collaborative Strategic Reading on the Reading Comprehension of Grade 5 Students in Linguistically Diverse Schools." What Works Clearinghouse Single Study Review
What Works Clearinghouse
The study reviewed in this paper examined the impact of "Collaborative Strategic Reading" ("CSR"), a set of instructional strategies used to build reading proficiency, on the reading comprehension of fifth-grade students. The analysis included 1,355 students from 74 social studies classrooms within 26 linguistically diverse schools. The schools were located in five districts in Oklahoma and Texas. Within each school, researchers randomly assigned social studies classrooms to either the intervention condition or the comparison condition at the start of either the 2006-07 or the 2007-08 school year. Teachers in the intervention condition used "CSR" instructional strategies when delivering social studies instruction for a period of one school year. Teachers in the comparison condition provided business-as-usual instruction of social studies. Various curricula were used across both conditions. Study authors assessed the effectiveness of "CSR" on reading comprehension by comparing student performance on the Group Reading Assessment and Diagnostic Evaluation (GRADE) administered in May at the end of the school year. Study authors reported that "CSR" did not have a significant impact on student reading comprehension, and the WWC confirmed this result. In addition, the impact of the intervention was not large enough to be considered substantively important according to WWC criteria. The research described in this report meets WWC evidence standards without reservations. The study is a well-implemented randomized controlled trial with low attrition at the classroom and student levels. The following are appended: (1) Study Details; (2) Outcome measure for the reading comprehension domain; and (3) Study findings for the reading comprehension domain. A glossary of terms is included. (Contains 4 endnotes.) [The following study is the focus of this "Single Study Review": Hitchcock, J., Dimino, J., Kurki, A., Wilkins, C., and Gersten, R. (2011). "The impact of Collaborative Strategic Reading on the reading comprehension of grade 5 students in linguistically diverse schools. (NCEE 2011-4001)." Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.]
What Works Clearinghouse. P.O. Box 2393, Princeton, NJ 08543-2393. Tel: 866-503-6114; e-mail: info@whatworks.ed.gov; Web site: http://ies.ed.gov/ncee/wwc
Publication Type: Reports - Evaluative
Education Level: Elementary Education; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: What Works Clearinghouse (ED)
Identifiers - Location: Oklahoma; Texas
IES Funded: Yes