Effectiveness of Selected Supplemental Reading Comprehension Interventions PDF Download
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Author:
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ISBN:
Category : Reading comprehension
Languages : en
Pages : 334
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Book Description
Author:
Publisher:
ISBN:
Category : Reading comprehension
Languages : en
Pages : 334
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Book Description
Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 1
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The study, "Effectiveness of Selected Supplemental Reading Comprehension Interventions: Impacts on a First Cohort of Fifth-Grade Students," examined the effects of four supplemental reading comprehension curricula: (1) Project CRISS (CReating Independence through Student-owned Strategies), (2) ReadAbout, (3) Read for Real, and (4) Reading for Knowledge. The study included over 5,500 fifth-grade students attending 89 schools in 10 high-poverty school districts. Within each of the 10 districts, schools were randomly assigned to one of four intervention groups that received one of the supplemental curricula or to a control group that received no supplemental curriculum. Student achievement was measured using two reading comprehension assessments: the Group Reading Assessment and Diagnostic Evaluation (GRADE) and a social studies or science reading comprehension assessment developed for the study by the Educational Testing Service. Researchers also combined these scores into a composite test score. Students using the supplemental curricula did not score higher in reading comprehension than students who did not use these curricula. Students using the Reading for Knowledge curriculum scored lower than the control group on the composite test score and science comprehension, with effect sizes of -0.14 and -0.21, respectively. When all four intervention groups were combined, intervention group students scored lower than control group students on the GRADE and the composite test score (both effect sizes of -0.08.) The research described in this report is consistent with WWC evidence standards. This study was a well-implemented randomized controlled trial. [The following study is reviewed in this WWC quick review: James-Burdumy, S., Mansfield, W., Deke, J., Carey, N., Lugo-Gil, J., Hershey, A., Douglas, A., Gersten, R., Newman-Gonchar, R., Dimino, J., & Faddis, B. (2009). "Effectiveness of Selected Supplemental Reading Comprehension Interventions: Impacts on a First Cohort of Fifth-Grade Students" (NCEE 2009-4032). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. This report may be found at ED505578.].
Author:
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ISBN:
Category : Children with social disabilities
Languages : en
Pages : 379
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Author:
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ISBN:
Category :
Languages : en
Pages :
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Author:
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ISBN:
Category : Children with social disabilities
Languages : en
Pages : 24
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Author:
Publisher:
ISBN:
Category : Reading comprehension
Languages : en
Pages : 22
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Author: National Center for Education Evaluation and Regional Assistance (ED)
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Category :
Languages : en
Pages : 4
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Improving the ability of disadvantaged students to read and comprehend text is also fundamental to the federal education policy aimed at closing the achievement gap between low- and high-achieving students. Title I of the No Child Left Behind Act of 2001 calls on educators to close the gap using approaches shown to be effective through scientifically based research. But such rigorous research is relatively scarce, making it difficult for educators to determine how best to use Title I funds to improve student outcomes. Identifying curricula that improve reading comprehension is part of this challenge. The Institute of Education Sciences has undertaken a rigorous evaluation of curricula designed to improve reading comprehension to meet that research challenge. Four supplemental curricula were selected in a competitive process to participate in a rigorous test of their effectiveness beginning in the 2006/07 school year: (1) Project CRISS by CRISS; (2) ReadAbout by Scholastic; (3) Read for Real by Chapman University and Zaner-Bloser; and (4) Reading for Knowledge by the Success for All Foundation. Results from this study show no effects for three of the curricula and a negative effect for the fourth. (Contains 1 figure.) [For the full report, "Effectiveness of Selected Supplemental Reading Comprehension Interventions: Impacts on a First Cohort of Fifth-Grade Students. NCEE 2009-4032," see ED505578.].
Author: Kids' Stuff People Staff
Publisher: Incentive Publications
ISBN: 9780865300293
Category : English language
Languages : en
Pages : 64
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Author: Cesare Cornoldi
Publisher: Routledge
ISBN: 1136488626
Category : Education
Languages : en
Pages : 498
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Recognizing the characteristics of children with learning disabilities and deciding how to help them is a problem faced by schools all over the world. Although some disorders are fairly easily recognizable (e.g., mental retardation) or very specific to single components of performance and quite rare (e.g., developmental dyscalculia), schools must consider much larger populations of children with learning difficulties who cannot always be readily classified. These children present high-level learning difficulties that affect their performance on a variety of school tasks, but the underlying problem is often their difficulty in understanding written text. In many instances, despite good intellectual abilities and a superficial ability to cope with written texts and to use language appropriately, some children do not seem to grasp the most important elements, or cannot find the pieces of information they are looking for. Sometimes these difficulties are not immediately detected by the teacher in the early school years. They may be hidden because the most obvious early indicators of reading progress in the teacher's eyes do not involve comprehension of written texts or because the first texts a child encounters are quite simple and reflect only the difficulty level of the oral messages (sentences, short stories, etc.) with which the child is already familiar. However, as years go by and texts get more complex, comprehension difficulties will become increasingly apparent and increasingly detrimental to effective school learning. In turn, studying, assimilating new information, and many other situations requiring text comprehension -- from problem solving to reasoning with linguistic contents -- could be affected. Problems with decoding, dyslexia, and language disorders have attracted more interest from researchers than have specific comprehension problems and have occupied more room in specialized journals. Normal reading comprehension has also been a favorite with researchers. However, scarce interest has been paid to subjects who have comprehension difficulties. This book is an attempt to remedy this situation. In so doing, this volume answers the following questions: * Does a reading comprehension problem exist in schools? * How important and widespread is the problem? * Is the problem specific? * How can a reading comprehension difficulty be defined and identified? * Does the "syndrome" have a single pattern or can different subtypes be identified? * What are the main characteristics associated with a reading comprehension difficulty? * When can other well-identified problems add to our understanding of reading comprehension difficulties? * Which educational strategies are effective in preventing and treating reading comprehension difficulties? * What supplementary information can we get from an international perspective?
Author: Melissa L. Gosche
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 126
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"In this project I investigated three major research questions that examine changes in reading skills from a daily intensive reading program that includes the use of two research-based commercial programs for struggling readers (Read Well and Great Leaps) and explicit Dolch word practice. What gains are seen in an eight-week period in: 1. Word recall/sight word identification? 2. Fluency? 3. Literal comprehension?"--Leaf 3. "The reading progress observed [in selected third grade students] suggests that balanced classroom reading instruction, in addition to supplemental support and interventions, can be effective for struggling readers with respect to achieving more rapid growth and progress in reading."--Leaf 37.
