ERIC Number: ED581258
Record Type: Non-Journal
Publication Date: 2018-Feb
Pages: 37
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Evaluating a Multidimensional Reading Comprehension Program and Reconsidering the Lowly Reputation of Tests of Near Transfer
Fuchs, Douglas; Hendricks, Emma; Walsh, Meagan E.; Fuchs, Lynn S.; Gilbert, Jennifer K.; Zhang Tracy, Wen; Patton, Samuel, III.; Davis, Nicole; Kim, Wooliya; Elleman, Amy M.; Peng, Peng
Grantee Submission
We conducted a 14-week experimental study of 2 versions of a relatively comprehensive RC intervention that involved 50 classroom teachers, 15 tutors, and 120 children drawn in equal proportions from grades 3 and 5 in 13 schools in a large urban school district. Students were randomly assigned in equal numbers to the 2 tutoring conditions and a control group. Results indicated that students in the 2 tutored groups tended to perform comparably on all tests and to outperform controls (more so in grade 5 than grade 3) on near-transfer but not far-transfer measures of RC. This differential pattern of program effects for near- versus far-transfer measures raises questions about how tests of near-transfer and far-transfer are conventionally understood. [This is the in press version of an article published in "Learning Disabilities Research & Practice." For the published version of this article, see EJ1168541.]
Descriptors: Reading Comprehension, Multidimensional Scaling, Reputation, Reading Programs, Grade 3, Grade 5, Program Evaluation, Experimental Programs, Urban Schools, Tutoring, Control Groups, Experimental Groups, Reading Tests, Reading Achievement, Outcome Measures, Achievement Gains, Program Effectiveness
Publication Type: Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education; Grade 5; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: National Center for Special Education Research (ED); Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324D130003; HD15052