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ERIC Number: EJ1162540
Record Type: Journal
Publication Date: 2017-Dec
Pages: 30
Abstractor: As Provided
ISSN: ISSN-0013-5984
Let's Know! Proximal Impacts on Prekindergarten through Grade 3 Students' Comprehension-Related Skills
Jiang, Hui; Davis, Dawn
Elementary School Journal, v118 n2 p177-206 Dec 2017
Let's Know! is a language-focused curriculum supplement developed through the Institute of Education Sciences' Reading for Understanding initiative aimed at supporting prekindergarten through grade 3 students' listening and reading comprehension. The current study reports results concerning the impacts of 2 instantiations of Let's Know! on students' comprehension-related skills (comprehension monitoring; understanding narrative and expository text, as supported by inference making and knowledge of text structure; and vocabulary) as proximal measures of efficacy. Results from the first cohort of a large, field-based, randomized controlled trial (N = 766 students across grades) indicate large, consistent, and statistically significant effects on curriculum-aligned comprehension monitoring and vocabulary probes relative to control, minimal effects on understanding narrative and expository text probes relative to control, and few differences across the two instantiations. Findings are interpreted with respect to the promise of Let's Know! for achieving intended comprehension impacts, and limitations and future directions are discussed.
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A