Effectiveness of Four Supplemental Reading Comprehension Interventions

James‐Burdumy, Susanne; Deke, John; Gersten, Russell; Lugo‐Gil, Julieta; Newman-Gonchar, Rebecca; Dimino, Joseph; Haymond, Kelly; Liu, Albert Yung-Hsu

doi:10.1080/19345747.2012.698374

Cited by 34 publications

(29 citation statements)

References 20 publications

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“…The following is a list of fairly common instructional options that currently use the dollars (and time) that could be spent to provide the research-based instruction that all children deserve. ■ Eliminate workbooks-No study has ever identified completing workbook pages as effective practice (Anderson, Brubaker, Alleman-Brooks, & Duffy, 1985;Cunningham, 1982;Fisher & Hiebert, 1990;James-Burdumy et al, 2010;Lipson, Mosenthal, Mekkelsen, & Russ, 2004;Turner, 1995). In addition to having no evidence of producing positive effects on reading achievement, workbooks are consumable and thus an annual expense (Jachym, Allington, & Broikou, 1989) that we could tap to fund evidence-based practices.…”

Section: It Is Not a Lack Of Money That Prevents Us From Teaching Evementioning

confidence: 99%

What Really Matters When Working With Struggling Readers

Allington¹

2013

The Reading Teacher

106

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We now have an evidence base that documents that we could teach every child by the end of first grade. However, most schools have almost none of the key aspects of instruction that have been available in the research to ensure we achieve this goal. In this paper I argue that this failure is not the result of inadequate funding but rather primarily results from an aged system of beliefs about the inevitability that some students will always fail to learn to read. That belief system along with a lack of familiarity with what researchers have demonstrated in the past decade perpetuate schooling where far too many children fail to thrive as readers. In the end, it is up to us, the adults in the school system, to alter our efforts such that every child becomes a reader.

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Section: It Is Not a Lack Of Money That Prevents Us From Teaching Evementioning

confidence: 99%

What Really Matters When Working With Struggling Readers

Allington¹

2013

The Reading Teacher

106

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“…However, the study also found evidence of far from complete implementation of the curricula themselves. Only about three quarters of the targeted practices were actually implemented (James-Burdumy et al 2010).…”

Section: Five Forms Of Logic Model Failurementioning

confidence: 99%

When is a Program Ready for Rigorous Impact Evaluation? The Role of a Falsifiable Logic Model

Epstein

Klerman

2012

Eval Rev

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“…Intervention studies that use randomized controlled designs can elucidate effective instructional strategies. However, because of logistics and resources, they are typically single-grade studies (Elleman, Lindo, Morphy, & Compton, 2009; NICHD, 2000) and so cannot test the timing or accumulation of effects.2 Additionally, many of these produce relatively small or no effects on standardized reading measures (e.g., James-Burdumy et al, 2010). …”

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confidence: 99%

A Longitudinal Cluster-Randomized Controlled Study on the Accumulating Effects of Individualized Literacy Instruction on Students’ Reading From First Through Third Grade

et al. 2013

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Using a longitudinal cluster-randomized controlled design, we examined whether students’ reading outcomes differed when they received 1, 2, or 3 years of individualized reading instruction from first through third grade, compared with a treated control group. More than 45% of students came from families living in poverty. Following students, we randomly assigned their teachers each year to deliver individualized reading instruction or a treated control condition intervention focused on mathematics. Students who received individualized reading instruction in all three grades showed the strongest reading skills by the end of third grade compared with those who received fewer years of such instruction. There was inconsistent evidence supporting a sustained first-grade treatment effect: Individualized instruction in first grade was necessary but not sufficient for stronger third-grade reading outcomes. These effects were achieved by regular classroom teachers who received professional development, which indicates that policies that support the use of evidence-based reading instruction and teacher training can yield increased student achievement.

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Effectiveness of Four Supplemental Reading Comprehension Interventions

Cited by 34 publications

References 20 publications

What Really Matters When Working With Struggling Readers

What Really Matters When Working With Struggling Readers

When is a Program Ready for Rigorous Impact Evaluation? The Role of a Falsifiable Logic Model

A Longitudinal Cluster-Randomized Controlled Study on the Accumulating Effects of Individualized Literacy Instruction on Students’ Reading From First Through Third Grade

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