Study Name |
Design
Rating
 |
Strategy, Subjects,
Effects
 |
Topics
 |
|
Table
information is abbreviated (and will eventually be edited for even more
brevity). Click "Read full review" links below for full citations of
author and journal names and for details about the
studies. |
Study:
Alexander & Judy.
The interaction of domain-specific and strategic knowledge in academic performance.
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reading_7-8_62
|
Literature Review |
Strategy: Domain-specific and strategic knowledge in academic performance
Subjects: N/A (literature review)
Results: N/A
|
|
Study:
Elbaum, Vaughn, Hughes, & Moody.
How effective are one-to-one tutoring programs in reading for elementary students at risk for reading failure? A meta-analysis of the intervention research
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reading_k-3_153 |
4
Meta-analysis |
Strategy: One-to-One Tutoring
Subjects: Reading outcomes for 42 samples of students investigated in 29 studies reported between 1975 and 1998.
Results: Interventions that used trained volunteers or college students were highly effective. When highly qualified teachers implement a well-designed intervention, the academic benefit to students is the same whether students are taught individually or in a group of 2 to 6 students.
|
Reading Topics:
• Comprehension
– Meta
Grades: K-8
Keywords:
interventions; 1-1 instruction; small group instruction; Reading Recovery |
Study:
Gersten, R. and Baker S.
Teaching expressive writing to students with learning disabilities: A meta-analysis.
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reading_meta_159 |
Added
8-10-05
Meta-
analysis |
Strategy: Steps of the writing process, the critical dimensions of different writing genres, structures for giving students on the quality of their writing
Subjects: Students in the study met criteria for a learning disability and were eligible for special education services; 5) 66% or more of the sample were students with learning disabilities; 6) a comparison group of students with learning disabilities was included.
Results:
| Results |
Effect Sizes |
| Instructional Features: |
Weighted |
Unweighted |
| Collaborative practice with teacher |
0.76 |
0.85 |
| Collaborative practice with peer |
0.70 |
0.98 |
| Teacher modeling of strategy use |
0.69 |
0.90 |
| Use of procedural prompts |
0.86 |
0.96 |
| Use of computers |
0.64 |
1.06 |
|
Reading Topics:
• Comprehension
– Misc.
Grades: All grades
Diverse Learners
Keywords:
writing, explicit instruction, writing genres, feedback
|
Study:
Kucan & Beck.
Thinking aloud and reading comprehension research: Inquiry, instruction, and social interaction.
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reading_meta_35 |
|
Summary: [The study] suggests that thinking aloud has been an important pradigm for research in reading comprehension and reading comprehension instruction. It also suggests that thinking aloud will continue to play an important role in future research directed toward investigating social constructivist models for reading comprehension instruction. |
Reading Topics:
• Comprehension
– Think Aloud
– Strategy Instruction
– Literature Review
Grades: 3-5, 6-8
Keywords:
inquiry; modeling |
Study:
Kuhn & Stahl.
Teaching children to learn word meanings from context: A synthesis and some questions.
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reading_meta_19 |
|
Summary: What do fourteen studies show about approaches aimed at teaching children to be more efficient at learning words from context? Does teaching the use of context clues make sensible use of limited time available for reading instruction?
Results: The researchers concluded that the practice of deriving words from context may be equal to instruction in using context clues. Their best recommendation for teachers wanting to increase vocabulary through context is to “encourage their students to read more text of a level sufficiently challenging or containing words that might be learned from context: (p. 136).
|
Reading Topics:
• Vocabulary
Keywords:
context; word meaning |
Study:
Rosenshine & Meister.
Reciprocal teaching: A review of the research.
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reading_4-6_34 |
4
Meta-analysis |
Strategy: Reciprocal Teaching (Cognitive Strategy Instruction)
Subjects: Subjects for the collection of research varied from first grade to college level.
Results: The overall results indicated that gains were made by students in the treatment groups on comprehension measures. |
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: Diverse Learners
Keywords:
reciprocal teaching; summarizing; questioning; predicting |
Study:
Rowe & Rayford.
Activating background knowledge in reading comprehension assessment.
Read full review
reading_4-6_10 |
Meta-analysis |
Strategy: Schema elaboration in response to purpose questions
Subjects: 24 first graders, 28 sixth graders from intact elementary classes, and 22 tenth graders selected by high school administrators as a cross-section of the academic abilities from 2 schools in a small-city school district in south-central Indiana. Most were from white, middle-income families.
Results: Students at all grade levels were able to use purpose questions to activate background knowledge and make prediction about passage content. Content information activated was dependent upon student familiarity with the topic or on the number of familiar concepts also presented in the purpose question. Schema elaboration in the responses appeared to vary by purpose question. First graders tended to tell stories when asked to predict passage content. Sixth and tenth grade responses were found to be dependent upon the purpose question asked. |
Reading Topics:
• Comprehension
– Activating Background Knowledge
Grades: 1, 6, 10
Keywords:
purpose questions; genre clues; topic familiarity |
Study:
Stahl & Fairbanks.
The effects of vocabulary instruction: A model-based meta-analysis.
Read full review
reading_4-6_54
|
4
Meta-analysis |
Strategy: Vocabulary Instruction
Subjects: NA
Results: Vocabulary instruction does appear to have a significant effect on the comprehension of passages containing taught words (effect sizes averaged +.97*) and passages not necessarily containing taught words (effect size +.30) |
Reading Topics:
• Meta-analyses
• Vocabulary
Keywords:
definitions; context
|
Study:
Topping and Paul .
Computer-Assisted assessment of practice at reading: A large scale survey using Accelerated Reader data .
Read full review
reading_meta_92
|
Added
2-1-06
N/A
|
Strategy: Accelerated Reader
Subjects: K-12, many schools/students
Results: 64% higher level of reading practice in schools using AR for four or more years as compared to schools using AR for just one year across all grade levels surveyed.
Data from grades three through six in public schools were isolated for analysis. The data suggest that significantly more reading practice occurs in small schools than in large schools.
|
Reading Topics:
• Meta-analyses
Keywords:
pending
|
Reviewers' Ratings of Research As explained in the Reading Summary page, selection of research for this database has emphasized studies meeting the definition of quality research as outlined in the federal No Child Lift Behind legislation. Remember that ratings in column 2 apply to the research design, not to the quality of the intervention studied or how powerful the method, strategy, or approach is in influencing overall student achievement. Design rating levels, as illustrated by the Gold Standard pyramid, are further explained on the Definitions page. The tables below are arranged by column 2, Design Rating, with highest ratings (or N/A) listed first.