WWC Quick Review of the Report "Effectiveness of Selected Supplemental Reading Comprehension Interventions PDF Download
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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: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 1
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Book Description
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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Category : Children with social disabilities
Languages : en
Pages : 24
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Author:
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ISBN:
Category : Reading comprehension
Languages : en
Pages : 334
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Author:
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ISBN:
Category : Reading comprehension
Languages : en
Pages : 22
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Author:
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Category : Children with social disabilities
Languages : en
Pages : 379
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Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309380189
Category : Education
Languages : en
Pages : 257
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Currently, many states are adopting the Next Generation Science Standards (NGSS) or are revising their own state standards in ways that reflect the NGSS. For students and schools, the implementation of any science standards rests with teachers. For those teachers, an evolving understanding about how best to teach science represents a significant transition in the way science is currently taught in most classrooms and it will require most science teachers to change how they teach. That change will require learning opportunities for teachers that reinforce and expand their knowledge of the major ideas and concepts in science, their familiarity with a range of instructional strategies, and the skills to implement those strategies in the classroom. Providing these kinds of learning opportunities in turn will require profound changes to current approaches to supporting teachers' learning across their careers, from their initial training to continuing professional development. A teacher's capability to improve students' scientific understanding is heavily influenced by the school and district in which they work, the community in which the school is located, and the larger professional communities to which they belong. Science Teachers' Learning provides guidance for schools and districts on how best to support teachers' learning and how to implement successful programs for professional development. This report makes actionable recommendations for science teachers' learning that take a broad view of what is known about science education, how and when teachers learn, and education policies that directly and indirectly shape what teachers are able to learn and teach. The challenge of developing the expertise teachers need to implement the NGSS presents an opportunity to rethink professional learning for science teachers. Science Teachers' Learning will be a valuable resource for classrooms, departments, schools, districts, and professional organizations as they move to new ways to teach science.
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Category :
Languages : en
Pages :
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Author: National Center for Education Evaluation and Regional Assistance (ED)
Publisher:
ISBN:
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: Eva L. Baker
Publisher: Psychology Press
ISBN: 9780805812466
Category : Education
Languages : en
Pages : 272
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First Published in 1994. Routledge is an imprint of Taylor & Francis, an informa company.
Author: Irene C. Fountas
Publisher:
ISBN: 9780325018218
Category : Language arts (Early childhood)
Languages : en
Pages : 208
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Fountas & Pinnell Leveled Literacy Intervention (LLI) is a powerful early intervention system that can change the path of a student's journey to literacy. The LLI Orange System is specifically targeted at Foundation/Kindergaten students. Please note the program guide is not suitable for educators who have not yet purchased an LLI Orange System. This component is only available separately so that schools with the LLI Orange System can purchase additional copies of the program guide if they require. Find out more about the Fountas & Pinnell LLI System at www.pearson.com.au/primary/LLI
