Faddis, Bonnie J., Beam, Margaret, Maxim, Lauren, Gandhi, Elizabeth Vale, Hahn, Karen, Hale, Rita (2011). RMC Research Corporation . Retrieved from: https://eric.ed.gov/?id=ED600852
Reviewed: January 2023
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Group Reading Assessment and Diagnostic Evaluation (GRADE): Comprehension subtest |
Xtreme Reading vs. Business as usual |
0 Days |
Middle school sample;
|
33.89 |
28.86 |
Yes |
|
|
|
Group Reading Assessment and Diagnostic Evaluation (GRADE) Score |
Xtreme Reading vs. Business as usual |
0 Days |
Middle school sample;
|
31.83 |
27.44 |
Yes |
|
|
|
Group Reading Assessment and Diagnostic Evaluation (GRADE): Vocabulary subtest |
Xtreme Reading vs. Business as usual |
0 Days |
Middle school sample;
|
30.36 |
27.22 |
Yes |
|
|
|
Oregon Assessment of Knowledge and Skills (OAKS) Reading/Literature assessment |
Xtreme Reading vs. Business as usual |
0 Days |
Middle school sample (7th and 8th grade);
|
31.67 |
29.98 |
No |
-- | |
|
Oregon Assessment of Knowledge and Skills (OAKS) Reading/Literature assessment |
Xtreme Reading vs. Business as usual |
0 Days |
Grade: 7, 8, 10;
|
32.92 |
31.66 |
No |
-- |
Characteristics of study sample as reported by study author.
| Asian | 151% | |
| Black | 28% | |
| White | 25% |
| Hispanic | 29% |
Students in middle and high school in nine Portland, Oregon Public Schools.
In the intervention group, students were 52% male, 25% White, 29% Hispanic, 28% African American, and 15% Asian. Twenty-five percent of the sample received special education services, and 28% received ELL services. In the comparison group, students were 53% male, 24% White, 31% Hispanic, 29% African American, and 12% Asian. Twenty-six percent of the sample received special education services, and 25% received ELL services.
Xtreme Reading is a one year program for struggling adolescent readers that provides explicit strategy instruction in reading comprehension skills such as Word Mapping, Word Identification, Self-Questioning, Paraphrasing, and Inference. Core principles include direct instruction, teacher modeling, and practice independently and in pairs. All students also had teachers using content enhancement routines as part of a whole school intervention. These routines were designed to help integrate students into the instructional process and focus on key content areas.
Students in the comparison group received varying interventions. In high schools, the comparison condition was taking any of several electives. The middle school students received their ordinary language arts and social studies courses. All students also had teachers using content enhancement routines as part of a whole school intervention. These routines were designed to help integrate students into the instructional process and focus on key content areas.
The participating teachers attended a 5-day summer institute in the first year and in subsequent years attended 3-day summer institutes. During the school year, the teachers attended four 3-year follow-up institutes.
Reviewed: February 2021
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Please see the WWC summary of evidence for Xtreme Reading.
Reviewed: March 2016
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
An outcome is the knowledge, skills, and attitudes that are attained as a result of an activity. An outcome measures is an instrument, device, or method that provides data on the outcome.
A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
The WWC reviews studies for WWC products, Department of Education grant competitions, and IES performance measures.
The name and version of the document used to guide the review of the study.
The version of the WWC design standards used to guide the review of the study.
The result of the WWC assessment of the study. The rating is based on the strength of evidence of the effectiveness of the intervention. Studies are given a rating of Meets WWC Design Standards without Reservations, Meets WWC Design Standards with Reservations, or >Does Not Meet WWC Design Standards.
A related publication that was reviewed alongside the main study of interest.
Study findings for this report.
Based on the direction, magnitude, and statistical significance of the findings within a domain, the WWC characterizes the findings from a study as one of the following: statistically significant positive effects, substantively important positive effects, indeterminate effects, substantively important negative effects, and statistically significant negative effects. For more, please see the WWC Handbook.
The WWC may review studies for multiple purposes, including different reports and re-reviews using updated standards. Each WWC review of this study is listed in the dropdown. Details on any review may be accessed by making a selection from the drop down list.
Tier 1 Strong indicates strong evidence of effectiveness,
Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).
Resources
Newsflash
Contact Us
Facebook
Twitter
YouTube