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Fogarty, Melissa; Clemens, Nathan; Simmons, Deborah; Anderson, Leah; Davis, John; Smith, Ashley; Wang, Huan; Kwok, Oi-man; Simmons, Leslie E.; Oslund, Eric – Journal of Research on Educational Effectiveness, 2017
In this experimental study we examined the effects of a technology-mediated, multicomponent reading comprehension intervention, Comprehension Circuit Training (CCT), for middle school students, the majority of whom were struggling readers. The study was conducted in three schools, involving three teachers and 228 students. Using a within-teacher…
Descriptors: Adolescents, Reading Comprehension, Reading Difficulties, Special Needs Students
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Lawrence, Joshua F.; Francis, David; Paré-Blagoev, Juliana; Snow, Catherine E. – Journal of Research on Educational Effectiveness, 2017
We investigate the impact of a relatively brief cross-curricular intervention, Word Generation, on middle school students' development of taught academic vocabulary. Students (n = 8382) in forty-four middle schools in three urban districts were randomly assigned to treatment or control conditions. Treatment teachers implemented the program with…
Descriptors: Intervention, Academic Discourse, Control Groups, Experimental Groups
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Vaughn, Sharon; Solís, Michael; Miciak, Jeremy; Taylor, W. Pat; Fletcher, Jack M. – Journal of Research on Educational Effectiveness, 2016
This study examined the effectiveness of a researcher-provided intervention with fourth graders with significant reading difficulties. The intervention emphasized multisyllable word reading, fluent reading of high-frequency words and phrases, vocabulary, and comprehension. To identify the participants, 1,695 fourth-grade students were screened…
Descriptors: Comparative Analysis, Reading Difficulties, Intervention, Outcomes of Treatment
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Trainin, Guy; Hayden, H. Emily; Wilson, Kathleen; Erickson, Joan – Journal of Research on Educational Effectiveness, 2016
National reports reveal one third of American fourth graders read below basic level on measures of comprehension. One critical component of comprehension is fluency: rapid, accurate, expressive reading with automaticity and prosody. Many fluency studies and classroom interventions focus only on reading rate, but this alone is not sufficient. This…
Descriptors: Vocabulary Development, Elementary School Students, Reading Fluency, Social Studies
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Barnes, Marcia A.; Stuebing, Karla K.; Fletcher, Jack M.; Barth, Amy E.; Francis, David J. – Journal of Research on Educational Effectiveness, 2016
Difficulties suppressing previously encountered but currently irrelevant information from working memory characterize less skilled comprehenders in studies in which they are matched to skilled comprehenders on word decoding and nonverbal IQ. These "extreme" group designs are associated with several methodological issues. When sample size…
Descriptors: Reading Difficulties, Reading Comprehension, Secondary School Students, Short Term Memory
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Miciak, Jeremy; Taylor, W. Pat; Stuebing, Karla K.; Fletcher, Jack M.; Vaughn, Sharon – Journal of Research on Educational Effectiveness, 2016
An appropriate estimate of statistical power is critical for the design of intervention studies. Although the inclusion of a pretest covariate in the test of the primary outcome can increase statistical power, samples selected on the basis of pretest performance may demonstrate range restriction on the selection measure and other correlated…
Descriptors: Educational Research, Research Design, Intervention, Statistical Analysis
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Wanzek, Jeanne; Petscher, Yaacov; Al Otaiba, Stephanie; Kent, Shawn C.; Schatschneider, Christopher; Haynes, Martha; Rivas, Brenna K.; Jones, Francesca G. – Journal of Research on Educational Effectiveness, 2016
The present study used a randomized control trial to examine the effects of a widely used multicomponent Tier 2-type intervention, Passport to Literacy, on the reading ability of 221 fourth graders who initially scored at or below the 30th percentile in reading comprehension. Intervention was provided by research staff to groups of 4-7 students…
Descriptors: Grade 4, Reading Difficulties, Intervention, Randomized Controlled Trials
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Scammacca, Nancy K.; Fall, Anna-Mária; Roberts, Greg – Journal of Research on Educational Effectiveness, 2015
Effect sizes are commonly reported for the results of educational interventions. However, researchers struggle with interpreting their magnitude in a way that transcends generic guidelines. Effect sizes can be interpreted in a meaningful context by benchmarking them against typical growth for students in the normative distribution. Such benchmarks…
Descriptors: Effect Size, Achievement Gains, Statistical Distributions, Low Achievement
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Wanzek, Jeanne; Swanson, Elizabeth A.; Roberts, Greg; Vaughn, Sharon; Kent, Shawn C. – Journal of Research on Educational Effectiveness, 2015
The purpose of this study was to evaluate the efficacy of Promoting Acceleration of Comprehension and Content Through Text intervention implemented with 11th-grade students enrolled in U.S. History classes. Using a within-teacher randomized design, the study was conducted in 41 classes (23 treatment classes) with 14 teachers providing the…
Descriptors: Acceleration (Education), Comprehension, High School Students, Social Studies
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Denton, Carolyn A.; Fletcher, Jack M.; Taylor, W. Pat; Barth, Amy E.; Vaughn, Sharon – Journal of Research on Educational Effectiveness, 2014
Considerable research evidence supports the provision of explicit instruction for students at risk for reading difficulties; however, one of the most widely implemented approaches to early reading instruction is Guided Reading (GR; Fountas & Pinnel, 1996), which deemphasizes explicit instruction and practice of reading skills in favor of…
Descriptors: Elementary School Students, At Risk Students, Reading Difficulties, Intervention
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Wanzek, Jeanne; Vaughn, Sharon; Kent, Shawn C.; Swanson, Elizabeth A.; Roberts, Greg; Haynes, Martha; Fall, Anna-Mária; Stillman-Spisak, Stephanie J.; Solis, Michael – Journal of Research on Educational Effectiveness, 2014
This randomized control trial examined the efficacy of team-based learning implemented within 11th-grade social studies classes. A randomized blocked design was implemented with 26 classes randomly assigned to treatment or comparison. In the treatment classes teachers implemented team-based learning practices to support students in engaging in…
Descriptors: Control Groups, Experimental Groups, Course Content, Problem Solving
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Simmons, Deborah; Fogarty, Melissa; Oslund, Eric L.; Simmons, Leslie; Hairrell, Angela; Davis, John; Anderson, Leah; Clemens, Nathan; Vaughn, Sharon; Roberts, Greg; Stillman, Stephanie; Fall, Anna-Maria – Journal of Research on Educational Effectiveness, 2014
In this experimental study we examined the effects of integrating teacher-directed knowledge-building and student-regulated comprehension practices in 7th- to 10th-grade English language arts classes. We also investigated the effect of instructional quality and whether integrating practices differentially benefitted students with lower entry-level…
Descriptors: English Instruction, Language Arts, Reading Comprehension, Reading Instruction