Effectiveness of Selected Supplemental Reading Comprehension Interventions: Impacts on a First Cohort of Fifth-Grade Students. NCEE 2009-4032

Literaturnachweis - Detailanzeige

Trefferliste

Autor/inn/en	James-Burdumy, Susanne; Mansfield, Wendy; Deke, John; Carey, Nancy; Lugo-Gil, Julieta; Hershey, Alan; Douglas, Aaron; Gersten, Russell; Newman-Gonchar, Rebecca; Dimino, Joseph; Faddis, Bonnie
Institution	Institute of Education Sciences (ED), National Center for Education Evaluation and Regional Assistance
Titel	Effectiveness of Selected Supplemental Reading Comprehension Interventions: Impacts on a First Cohort of Fifth-Grade Students. NCEE 2009-4032
Quelle	(2009), (334 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Strategies; Control Groups; Reading Comprehension; Observation; Teacher Surveys; Program Effectiveness; Robustness (Statistics); Grade 5; Reading Instruction; Intervention; Social Studies; Sciences; Elementary School Teachers; Teacher Competencies; Scores; Elementary School Students; Response Rates (Questionnaires); Reliability; Sample Size; Measures (Individuals); Achievement Gap; Educational Legislation; Federal Legislation; Urban Areas; Urban Schools; Program Evaluation + Suchen Sie Ihr Suchwort? Lehrstrategie; Leseverstehen; Beobachtung; Widerstandsfähigkeit; School year 05; 5. Schuljahr; Schuljahr 05; Leseunterricht; Gemeinschaftskunde; Science; Wissenschaft; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrkunst; Antwortkontrolle; Reliabilität; Messdaten; Bildungsrecht; Schulgesetz; Bundesrecht; Urban area; Stadtregion; Urban areas; School; Schools; Stadt; Schule; Programme evaluation; Programmevaluation
Abstract	This document reports on the impacts on student achievement for four supplemental reading curricula that use similar overlapping instructional strategies designed to improve reading comprehension in social studies and science text. Fifth-grade reading comprehension for each of three commercially-available curricula (Project CRISS, ReadAbout, and Read for Real) was not significantly different from the control group. The fourth curriculum, Reading for Knowledge, was adapted from Success for All for this study, and had a statistically-significant negative impact on fifth-grade reading comprehension. The study is based on a rigorous experimental design and a large sample that includes 10 districts, 89 schools, 268 teachers, and 6,350 students. During the first year of the study, it was found that over 90 percent (91 to 100 percent) of treatment teachers were trained to use the assigned curriculum, and more than half (56 to 80 percent) reported that they were very well prepared by the training to implement it. Over 80 percent (81 to 91 percent) of teachers reported using their assigned curriculum. Classroom observation data showed that teachers implemented 55 to 78 percent of the behaviors deemed important by the developers for implementing each curriculum. Scores on the three reading comprehension assessments were not statistically significantly higher in schools using the selected reading comprehension curricula. Impacts were correlated with some subgroups defined by student, teacher, and school characteristics. Appendixes include: (1) Random Assignment; (2) Flow of Schools and Students through the Study; (3) Obtaining Parent Consent; (4) Implementation Timeline; (5) Sample Sizes and Response Rates; (6) Creation and Reliability of Classroom Observation and Teacher Survey Measures; (7) Estimating Impacts; (8) Assessing Robustness of the Impacts; (9) Key Descriptive Statistics for Classroom Observation and Fidelity Data; (10) Study Instruments; and (11) Unadjusted Means. (Contains 91 tables, 8 figures, and 78 footnotes.) (ERIC).
Anmerkungen	National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/pubs/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10