Report Evaluation Report

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

NCEE

Author(s):

Susanne James-Burdumy, Wendy Mansfield, John Deke, Nancy Carey, Julieta Lugo-Gil, Alan Hershey, and Aaron Douglas: Mathematica Policy Research, Inc.; Russell Gersten, Rebecca Newman-Gonchar, and Joseph Dimino: RG Research Group; Bonnie Faddis: RMC Research Corporation; and Audrey Pendleton, Project Officer: Institute of Education Sciences.

Publication date:

May 2009

Publication number:

NCEE 20094032

Summary

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

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Evaluation Report

NCEE