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ED005017P
Title:
NCEE 2010-4015:Effectiveness of Selected Supplemental Reading Comp Interventions:Two Cohorts
Author(s):
Language:
Quantity:
For Download Only
Number of Pages:
378
Web Availability:
PDF
Description:
The Institute of Education Sciences (IES) of the Department of Education (ED) has undertaken a rigorous evaluation of curricula designed to improve reading comprehension as one step toward meeting that research gap. In 2004, ED contracted with Mathematica Policy Research and its subcontractors to conduct the study.1 The study team worked with ED to refine the study design and select the curricula to be tested, and then recruited districts and schools, collected data on implementation and outcomes in two consecutive school years, and analyzed the data. The study was conducted based on a rigorous experimental design for assessing the effects of four reading comprehension curricula on reading comprehension in selected districts across the country, where schools were randomly assigned to use one of the four treatment curricula in their fifth-grade classrooms or to a control group. The four curricula included in the study are: (1) Project CRISS, developed by CRISS (Santa et al. 2004), (2) ReadAbout, developed by Scholastic (Scholastic 2005), (3) Read for Real, developed by Chapman University and Zaner-Bloser (Crawford et al. 2005), and (4) Reading for Knowledge, developed by the Success for All Foundation (Madden and Crenson 2006). In summary, our findings do not support the hypothesis that these four supplemental reading comprehension curricula improve students’ reading comprehension, except when ReadAbout teachers have had one prior year of experience using the ReadAbout curriculum.
Publication ID:
ED005017P
ED ID:
ERIC ID:
Date Added:
06/14/2010
Cover Date:
01/01/1900
Education Level:
Elementary
Publication Type:
Research Report
Subject(s):
Intervention, Reading difficulties
Audience(s):
Elementary School Teachers, Researchers
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