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ERIC Number: ED563204
Record Type: Non-Journal
Publication Date: 2013
Pages: 11
Abstractor: ERIC
Reference Count: 18
Examining Positive but Nondifferential Gains in Secondary Students' Reading Comprehension: A Focus on Instructional Practices and Differential Benefit
Simmons, Deborah; Fogarty, Melissa; Simmons, Leslie; Davis, John; Anderson, Leah; Oslund, Eric
Society for Research on Educational Effectiveness
Adolescents in the United States and their educators face an enormous challenge with respect to reading comprehension. College and career readiness standards outlined in the Common Core State Standards Initiative (2012) place increased emphasis on preparing students to read complex text across a range of content areas. At issue is how to develop the necessary skills to be able to read the texts required of college classes and literacy-demanding occupations when fewer than 35% of students in the secondary grades read proficiently (U.S. Department of Education, 2011). An emerging body of research has identified promising practices to promote reading comprehension among adolescents (Biancarosa & Snow, 2006; Boardman et al., 2008; Edmonds et al., 2009). Dole, Nokes, and Drits (2009) categorized comprehension practices into two categories: teaching practices and self-regulated learning strategies (i.e., strategies students use to gain understanding or knowledge). Findings from meta-analyses (Davis, 2010; Edmonds, 2009) suggest that multicomponent comprehension intervention holds promise. This study expands this evidence base by comparing a theoretically developed set of practices designed to develop knowledge and student-regulated text processing. Extending findings from recent meta-analyses of comprehension strategy instruction (Davis, 2010; Edmonds et al., 2009), the authors investigated effects of integrating teacher-directed knowledge-building and student-regulated comprehension practices on 7-10th grade students' reading comprehension. Three research questions were targeted: (1) What are the statistical and practical effects of knowledge-building and student-regulated practices on 7th to 10th-grade students' reading comprehension? (2) What is the relationship between dimensions of fidelity of implementation (i.e., adherence, quality of instruction, and program differentiation) and reading comprehension? and (3) Do knowledge-building and student-regulated practices differentially benefit subgroups of students with lower entry-level comprehension performance? Two tables are appended.
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: Secondary Education; Middle Schools; Junior High Schools; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
Identifiers - Location: Texas
Identifiers - Assessments and Surveys: Gates MacGinitie Reading Tests