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Author: Janette K. Klingner
Publisher:
ISBN: 9781570354526
Category : Group work in education
Languages : en
Pages : 0
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Book Description
Author: Janette K. Klingner
Publisher:
ISBN: 9781570354526
Category : Group work in education
Languages : en
Pages : 0
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Book Description
Author: Sarojani S. Mohammed
Publisher:
ISBN:
Category :
Languages : en
Pages : 10
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Book Description
This project is a multi-site, multi-year study designed to test the efficacy of a fully developed intervention, Collaborative Strategic Reading (CSR), with adolescent readers. In year 1, the research questions were: (1) "Does CSR improve reading comprehension for adolescent readers attending relatively low SES schools?"; and (2) "Does CSR improve reading comprehension for adolescent struggling readers attending relatively low SES schools?" This study was conducted in 6 middle schools in Texas and Colorado. Based on the current analysis, the authors conclude that there is a small, significant main effect of CSR on reading comprehension as measured by the Gates-MacGinitie assessment; but that this effect is not statistically significant for struggling readers. The authors believe that the findings from this study suggest that CSR is a feasible and effective practice that can be readily integrated into reading and language arts instruction with positive impact. They are encouraged about the potential effectiveness of this practice because the positive findings from this efficacy study resulted from treatment implementation conditions that are readily replicable. (Contains 4 tables.).
Author: Elizabeth Swanson
Publisher:
ISBN:
Category :
Languages : en
Pages : 10
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Book Description
The current study is the second in a series of multi-site, multi-year randomized control trials designed to test the efficacy of a fully developed intervention, Collaborative Strategic Reading (CSR), with adolescent readers. In year 1, the research questions were: (1) Does CSR improve reading comprehension for adolescent readers attending relatively low SES schools?, and (2) Does CSR improve reading comprehension for adolescent struggling readers attending relatively low SES schools? During year 2, the authors replicated the year 1 study with a new cohort of students taught by the same teachers. (Contains 4 tables.) [For the, "The Effects of Collaborative Strategic Reading Instruction on the Reading Comprehension of Middle School Students: Year 1", see ED513345.].
Author: Jade K. Kurokawa
Publisher:
ISBN:
Category : Reading (Middle school)
Languages : en
Pages : 88
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Book Description
This study sought to identify a relationship between reading strategy instruction, in the form of Collaborative Strategic Reading (CSR), and student reading comprehension. The question investigated in this research is as follows: Do students who regularly use the CSR technique when reading nonfiction social studies texts perform better on reading comprehension assessments? The research was performed in a public K - 8 school in a class of 47 students of a single teacher over the course of 11 weeks. The collected data were analyzed using independent-samples t tests in a pretest - posttest design. The results indicate statistically significant differences between control and experimental groups as well as significant differences between student subgroups. Students in the control group showed gains from pretest to posttest that were significantly higher than students in the experimental group. Students in the control group with learning disabilities performed significantly better than students with learning disabilities in the experimental group. However, more research is needed to fully understand the effects of CSR over a longer study period as well as the impact of each isolated component of CSR. Keywords: reading comprehension, Collaborative Strategic Reading, middle school social studies, metacognition.
Author: Anne P. Sweet
Publisher: Guilford Press
ISBN: 9781572308923
Category : Language Arts & Disciplines
Languages : en
Pages : 244
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Book Description
This practical book grows out of a recent report written by the RAND Reading Study Group (RRSG), which proposed a national research agenda in the area of reading comprehension. Here, RRSG members have expanded on their findings and translated them into clear recommendations to inform practice. Teachers gain the latest knowledge about how students learn to comprehend texts and what can be done to improve the quality of instruction in this essential domain. From leading literacy scholars, the book explains research-based ways to: *Plan effective instruction for students at all grade levels *Meet the comprehension needs of English-language learners *Promote adolescents' comprehension of subject-area texts *Understand the complexities of comprehension assessment *Get optimal benefits from instructional technologies *And much more!
Author: Donna M. Scanlon
Publisher: Guilford Publications
ISBN: 1462528090
Category : Language Arts & Disciplines
Languages : en
Pages : 465
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Book Description
Grounded in a strong evidence base, this indispensable practitioner guide and text has given thousands of teachers tools to support the literacy growth of beginning and struggling readers in grades K?2. The interactive strategies approach (ISA) is organized around core instructional goals related to enhancing word learning and comprehension of text. The book provides guidance for assessment and instruction in whole-class, small-group, and one-to-one settings, using the curricular materials teachers already have. Purchasers get access to a companion website where they can download and print 26 reproducible forms in a convenient 8 1/2" x 11" size. Of special value, the website also features nearly 200 pages of additional printable forms, handouts, and picture sorts that supplement the book's content. New to This Edition *Incorporates the latest research on literacy development and on the ISA. *Describes connections to the Common Core State Standards (CCSS). *Explains how to use the ISA with English learners. *Chapter on fluency. *Expanded coverage of morphological knowledge. *Companion website with downloadable reproducible tools and extensive supplemental materials. See also Comprehensive Reading Intervention in Grades 3?8, by Lynn M. Gelzheiser, Donna M. Scanlon, Laura Hallgren-Flynn, and Peggy Connors, which presents the Interactive Strategies Approach--Extended (ISA-X) for intermediate and middle grade struggling readers.
Author: John Hitchcock
Publisher:
ISBN:
Category :
Languages : en
Pages : 176
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Book Description
Collaborative Strategic Reading (CSR) is a set of instructional strategies designed to improve the reading comprehension of students with diverse abilities (Klingner and Vaughn 1996). Teachers implement CSR at the classroom level using scaffolded instruction to guide students in the independent use of four comprehension strategies; students apply the strategies to informational text while working in small cooperative learning groups. The current study is a randomized controlled trial (RCT) examining the effect of CSR on student reading comprehension. Within each participating linguistically diverse school, grade 5 social studies classrooms were randomly assigned to either the CSR condition (using CSR when delivering social studies curricula) or to the control condition (a business-as-usual condition). The implementation period was one school year. This study focused on the following confirmatory research question: In linguistically diverse schools, do grade 5 students in CSR classrooms have higher average reading comprehension posttest scores on the Group Reading Assessment and Diagnostic Evaluation (GRADE) than students in control classrooms? In addition, the study examined three exploratory research questions about CSR's effect on two subgroups of students: (1) Do grade 5 former and current English language learner (FC-ELL) students in CSR classrooms have higher average reading comprehension posttest scores on the GRADE than FC-ELL students in control classrooms?; (2) Do grade 5 non-ELL students in CSR classrooms have higher average reading comprehension posttest scores on the GRADE than non-ELL students in control classrooms?; and (3) Does CSR have a differential impact on GRADE reading comprehension posttest scores for grade 5 FC-ELL and non-ELL students? The intent of these exploratory analyses was to examine whether there is an effect for each subgroup separately, as well as whether there is a differential effect between the subgroups. The primary finding of this study is that CSR did not have a statistically significant impact on student reading comprehension. Nine sensitivity analyses--including alternative statistical approaches, an alternative approach for handling missing data, and different sample specifications--showed that the findings were robust to different analytic approaches. Three exploratory analyses were also conducted to examine the effects of CSR on FC-ELL and non-ELL students. Statistically significant effects on student reading comprehension were not identified for either subgroup, and no statistically significant differential impacts were identified. It is often the case that RCTs, because of their greater rigor, do not support the findings of prior quasi-experiments (Glazerman, Levy, and Myers 2002, 2003). With all other design features held constant, randomization yields stronger evidence about program impacts than do quasi-experiments (Boruch 1997; Shadish, Cook, and Campbell 2002). The current investigation evaluated the impact of CSR in an effectiveness trial designed to approximate a district's implementation of CSR. Data on the fidelity of implementation suggest that professional development was generally delivered according to plan. Data on teacher fidelity of CSR implementation showed that 78.8 percent of teachers reported using CSR two or more times a week, as instructed. However, the single observation conducted for each classroom found that 21.6 percent of CSR teachers were using all five core teacher strategies, which the study defined as full procedural fidelity; 56.8 percent of teachers were observed using three or fewer strategies. Appendices include: (1) Identification and exit criteria for English language learner students in Oklahoma and Texas; (2) Assumptions used to determine statistical power and observed power; (3) Random assignment; (4) Analysis of consent rate at baseline; (5) Estimation methods; (6) Frequently asked questions about contamination; (7) Attrition analyses; (8) Response rates for demographic data; (9) Fall and spring teacher surveys; (10) Fall coaching observation form; (11) Multiple imputation; (12) Assigning students to cooperative learning groups; (13) Critical procedural behaviors for Collaborative Strategic Reading strategies; (14) Observer training for the subscale Expository Reading Comprehension observation instrument and interrater reliability; (15) Descriptive statistics on Group Reading Assessment and Diagnostic Evaluation scores; (16) Baseline equivalence results for multiply imputed analytic dataset; and (17) Full analytic output tables. A glossary is included. (Contains 52 tables, 3 figures and 46 footnotes.
Author: Sharon Vaughn
Publisher:
ISBN:
Category :
Languages : en
Pages : 8
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Book Description
Collaborative Strategic Reading (CSR) is a multicomponent reading intervention aimed at improving students' text comprehension. Two 1-year randomized controlled trials were conducted to determine the efficacy of CSR with seventh and eighth grade students. The Year 2 replication study was identical to the original Year 1 study except that the student sample was different and the teachers were more experienced in the Year 2 study since the same teachers taught during both years of the study. The primary research question for the replication study was to determine the efficacy of CSR on middle school students' reading comprehension when taught by relatively experienced teachers (year 2), and to contrast the impacts to those obtained when similar middle school students were taught by inexperienced CSR teachers (year 1). This study incorporated fidelity into multilevel analyses in order to more fully explore and document the relationship between implementation of CSR strategies by experienced teachers and middle school students' reading comprehension. This study was conducted in 6 middle schools in 3 school districts (two near urban and one urban) in Texas and Colorado that reflected a diverse student population who were provided daily English/language arts/reading instruction. Twelve teachers and 48 classes (treatment = 26, control = 22) participated during Year 2. Students in this study were two separate cohorts of seventh and eighth graders enrolled in English/language arts/reading classes. Researchers conducted a randomized control trial at two sites for both studies. The same set of pretest and posttest measures were administered prior to treatment and immediately following treatment for both. The reading achievement battery included the TOWRE, the Test of Silent Reading Efficiency and Comprehension (TOSREC), Test of Sentence Reading Efficiency (TOSRE), AIMSweb Maze passages for 7th and 8th Grades, and the Gates-MacGinitie Reading Test. Researchers also collected data on student characteristics (e.g., language and special education status, age, gender, ethnicity, reading proficiency) to examine comparability of groups. For quantitative analyses, multilevel modeling in Mplus 5.1 was used to estimate the effects of treatment and the moderating influence of important covariates. For fidelity analysis in Year 2, confirmatory factor analysis with categorical indicators was used to estimate factors related to fidelity and spillover, and the mediating effect of implementation was evaluated. The Year 2 trial results suggest that implementation was high in the treatment conditions and relatively low in the comparisons. Findings also indicate that implementation was consistent across program elements; treatment conditions had high implementation of all program elements, on average. These findings represent a model for replicating effective intervention in the context of evaluating the relative contribution of its respective components.
Author: Janette K. Klingner
Publisher: John Wiley & Sons
ISBN: 1118235835
Category : Education
Languages : en
Pages : 204
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Book Description
Bonus web content includes a PowerPoint presentation on CSR and short video clips." to: "Bonus web content includes a PowerPoint presentation on CSR implementation.
Author: Alison Boardman
Publisher:
ISBN:
Category :
Languages : en
Pages : 10
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Book Description
Collaborative Strategic Reading (CSR) is a set of research-based strategies designed to improve reading comprehension, enhance students' content area learning, facilitate access to higher-level texts, and to promote student engagement. The present study examines how fidelity of implementation of CSR is associated with reading outcomes for students with mild to moderate disabilities using data from two nonoverlapping studies conducted in middle school language arts and reading classrooms (study 1) and social studies and science classrooms (study 2). Researchers use a definition of fidelity that includes both the amount of CSR instruction delivered by teachers and the quality of implementation. The following questions guided this research: (1) Is higher CSR instructional quality associated with increased student outcomes for adolescents in treatment classrooms, and for a subgroup of students with disabilities?; and (2) Is the amount of CSR instruction related to student outcomes for adolescents in treatment classrooms, and for a subgroup of students with disabilities? Researchers replicated the analysis with two different samples (studies 1 and 2), and compared results to examine the stability of estimated relationships, as well as to answer the secondary research question: How do the characteristics of study participants and program contexts influence the replication of findings? The first study took place in nine low income middle schools in the metropolitan areas of Denver, Colorado, and Austin, Texas. The second study was conducted in three middle schools located in the same large, urban school district in Colorado. Teacher and student participants were part of a school-district-and-university collaboration designed to evaluate the effectiveness of CSR within the context of a district initiative and scale-up study. The samples for both studies included the treatment group from larger randomized control trials of CSR. Teacher quality for both studies was assessed using the CSR Global Quality Rating Score measured through the "Implementation Validity Checklist." Teachers in both studies completed a log to monitor the dosage or amount of CSR intervention children received. The student outcome for both studies was reading comprehension ability, as measured by the reading comprehension subtest of the Gates-MacGinitie Reading Test (GMRT), Fourth Edition. Multilevel (random-intercept) models, as implemented in the software program Hierarchical Linear Modeling 7.0 were used to estimate the effects of CSR on outcomes controlling for pretest scores and student demographics. Both studies found that higher quality CSR instruction is associated with higher student outcomes for students in special education. The standardized coefficients in study 1, however, were nearly double those in study 2. Further research is needed to determine possible explanations for these findings. Tables are appended.
