Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 2 |
Descriptor
| Grade 5 | 2 |
| Intervention | 2 |
| Program Implementation | 2 |
| Achievement Gains | 1 |
| Arithmetic | 1 |
| Control Groups | 1 |
| Educational Practices | 1 |
| Elementary School Students | 1 |
| Elementary School Teachers | 1 |
| Evidence | 1 |
| Experimental Groups | 1 |
| More ▼ | |
Source
| Journal of Research on… | 2 |
Author
| Bailey, Tom | 1 |
| Deke, John | 1 |
| Dimino, Joseph | 1 |
| Gersten, Russell | 1 |
| Gray, Cameron | 1 |
| Hastings, Richard P. | 1 |
| Haymond, Kelly | 1 |
| Hughes, J. Carl | 1 |
| Hunter, Stacey H. | 1 |
| James-Burdumy, Susanne | 1 |
| Liu, Albert Yung-Hsu | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
| Tests/Questionnaires | 1 |
Education Level
| Grade 5 | 2 |
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Grade 1 | 1 |
| Grade 2 | 1 |
| Grade 3 | 1 |
| Grade 4 | 1 |
| Intermediate Grades | 1 |
| Middle Schools | 1 |
| Primary Education | 1 |
Audience
Location
| United Kingdom (Wales) | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkOwen, Kaydee L.; Hunter, Stacey H.; Watkins, Richard C.; Payne, Joshua S.; Bailey, Tom; Gray, Cameron; Hastings, Richard P.; Hughes, J. Carl – Journal of Research on Educational Effectiveness, 2021
The Say-All-Fast-Minute-Every-Day-Shuffled (SAFMEDS) strategy promotes fast and accurate recall. The existing literature suggests that the strategy can help learners improve academic outcomes. Through a cluster randomized controlled trial, we assessed the impact of implementation support on children's mathematics outcomes during a teacher-led…
Descriptors: Foreign Countries, Mathematics Achievement, Intervention, Outcomes of Education
James-Burdumy, Susanne; Deke, John; Gersten, Russell; Lugo-Gil, Julieta; Newman-Gonchar, Rebecca; Dimino, Joseph; Haymond, Kelly; Liu, Albert Yung-Hsu – Journal of Research on Educational Effectiveness, 2012
This article presents evidence from a large-scale randomized controlled trial of the effects of four supplemental reading comprehension curricula (Project CRISS, ReadAbout, Read for Real, and Reading for Knowledge) on students' understanding of informational text. Across 2 school years, the study included 10 school districts, more than 200…
Descriptors: Evidence, Program Effectiveness, Control Groups, Reading Comprehension
