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Direct linkNancy K. Scammacca; Anna-Mária Fall; Greg Roberts – Journal of Research on Educational Effectiveness, 2015
Effect sizes are commonly reported for the results of educational interventions. However, researchers struggle with interpreting their magnitude in a way that transcends generic guidelines. Effect sizes can be interpreted in a meaningful context by benchmarking them against typical growth for students in the normative distribution. Such benchmarks…
Descriptors: Effect Size, Achievement Gains, Statistical Distributions, Low Achievement
Spencer, Mercedes; Quinn, Jamie M.; Wagner, Richard K. – Learning Disabilities Research & Practice, 2014
The goal of the present study was to test three competing hypotheses about the nature of comprehension problems of students who are poor in reading comprehension. Participants in the study were first, second, and third graders, totaling nine cohorts and over 425,000 participants in all. The pattern of results was consistent across all cohorts:…
Descriptors: Reading Comprehension, Reading Difficulties, Hypothesis Testing, Grade 1
Download full textNancy K. Scammacca; Anna-Mária Fall; Greg Roberts – Grantee Submission, 2015
Effect sizes are commonly reported for the results of educational interventions. However, researchers struggle with interpreting their magnitude in a way that transcends generic guidelines. Effect sizes can be interpreted in a meaningful context by benchmarking them against typical growth for students in the normative distribution. Such benchmarks…
Descriptors: Reading Tests, Achievement Tests, Standardized Tests, Elementary Secondary Education
Fisher, Douglas; Frey, Nancy; Lapp, Diane – Teacher Educator, 2011
In an effort to improve student achievement, a group of middle-school teachers at an underperforming school developed a schoolwide literacy plan. As part of the plan, they agreed to model their thinking while reading aloud. Eight teachers were selected for coaching related to think alouds in which they exposed students to comprehension strategies…
Descriptors: Protocol Analysis, Reading Achievement, Teaching Methods, Middle School Teachers
Peer reviewedBracken, Bruce A. – Contemporary Educational Psychology, 1982
Fourth-grade children previously identified as poor readers comprehended more information when they read personalized, as opposed to standard, stories. Names and places given by the students personalized the stories. No difference was found among children of average reading ability on this variable. (Author/PN)
Descriptors: Basal Reading, Grade 4, Intermediate Grades, Low Achievement
Goodman, Gregory – 1999
This report evaluates the effectiveness of a reading program known as "The Reading Renaissance/Accelerated Reader Program" as implemented at Gardner Middle School in San Manuel, Arizona, during the period of April 1997 to April 1998. Before the program was implemented, students were achieving at a low level in reading. Students in the…
Descriptors: Accountability, Education Work Relationship, Grade 7, Grade 8
