Study Name
 |
Design
Rating
 |
Strategy, Subjects, Effects
 |
Topics
|
Table information is abbreviated. Click "Read full review" links below for full citations of author and journal names and for details about the studies. |
Study:
Bauman, Seifert, Russell, & Jones.
Story map instruction using children's literature: Effects on first graders' comprehension of central narrative elements.
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reading_rf_7
|
5 |
Strategy: Story Map Instruction
Subjects: 74 1st-graders; 4 classes; rural Midwestern school; predominantly Anglo-American and
low-income
Effects:
| Story Map Group 1 |
Effect Size= +1.38 |
| Story Map Group 2 |
Effect Size= +1.02 |
| DRTA Group |
Effect Size= + .92 |
|
• Comprehension
– Skills Instruction |
Study:
Topping & Sanders.
Teacher effectiveness and computer assessment of reading: relating value added and learning information system data. (Accelerated Reader)
Read full review
reading_4-6_93 |
1 |
Strategy: Learning Information System, Accelerated Reader (AR) and Tennessee Value-Added Assessment System
Subjects: All Tennessee 2nd-8th graders tested by Tennessee Comprehensive Assessment Program (TCAP).
Results: There is no evidence of a causal relationship between AR and increased achievement. |
Reading Topics:
• Comprehension
– Skills Instruction
Grades: K-8
Keywords:
Accelerated Reader |
Study Name
|
Design
Rating
|
Strategy, Subjects, Effects
|
Topics
|
Table information is abbreviated. Click "Read full review" links below for full citations of author and journal names and for details about the studies. |
Bean & Steenwyk.
The effect of three forms of summarization instruction on sixth graders' summary writing and comprehension.
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reading_rf_3
|
5 |
Strategy: Rule-Governed Summary and GIST (Summarization Strategy)
Subjects: 60 sixth graders in three classes from a suburban district in southern California
Effect sizes:
| Summarization |
Paragraph Comprehension |
| Rule-Governed |
+1.20 |
+1.34 |
| GIST |
+ .84 |
+ .79 |
|
• Comprehension
– Skills Instruction
|
Raphael & Pearson.
Increasing students' awareness of sources of information for answering questions
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reading_4-6_50
|
4.5 |
Strategy: QAR - Question Answer Relationship
Subjects: 59 sixth graders; high, average, and low reading levels form a suburban school district of a large Midwestern city.
Results: Training had a greater effect on those of average and lower ability levels. All students who were trained were superior in general to that of the control group. |
• Comprehension
– Skills Instruction
|
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: The authors of the meta-analysis do recommend that schools give serious consideration to one-to-one reading interventions that use trained college students and volunteers and to intensive small-group interventions. |
Reading Topics:
• Comprehension
– Meta
Grades: K-8
Keywords:
interventions; 1-1 instruction; small group instruction; Reading Recovery |
Study:
Adams, Carnine, & Gersten.
Instructional strategies for studying content area texts in the middle grades.
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reading_4-6_55
|
3 |
Strategy: Systematic Instruction and Independent Study with Feedback
Subjects: 45 fifth graders who had adequate reading (decoding) skills but demonstrated deficiencies in study skills and who were less than one year below grade level reading.
Results:
| Immediate Test |
Delayed Test |
| Systematic Instruction |
+1.52 |
+1.22 |
| Independent Study w/ Feedback |
+.51 |
+.10 |
|
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 5
Keywords:
study skills; systematic instruction; social studies; retelling
|
Bransford, J.D., Morris, C.C., & Stein.
Spontaneous monitoring and regulation of learning: A comparison of successful and less successful fifth graders.
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reading_4-6_86 |
2.5 |
Strategy: Spontaneous monitoring and regulation of learning
Subjects: 16 fifth graders in metro Nashville. 4 groups of 4 included most and least academically successful (by Comprehensive Test of Basic Skills scores). Some less successful students were working with special resource teachers
Results: Successful students monitor as they read and study. They were aware of the difficulty learning the less sensible stories and could explain why they were difficult. Less successful students did not tend to rate difficulty accurately and did not seem aware of the manipulation. Successful students tended to study difficult stories more than easy stories; less successful students studied equally for both. |
• Comprehension
– Skills Instruction |
Study:
Topping & Sanders.
Teacher effectiveness and computer assessment of reading: relating value added and learning information system data. (Accelerated Reader)
Read full review
reading_4-6_93 |
1 |
Strategy: Learning Information System, Accelerated Reader (AR) and Tennessee Value-Added Assessment System
Subjects: All Tennessee 2nd-8th graders tested by Tennessee Comprehensive Assessment Program (TCAP).
Results: There is no evidence of a causal relationship between AR and increased achievement. |
Reading Topics:
• Comprehension
– Skills Instruction
Grades: K-8
Keywords:
Accelerated Reader |
Study:
Ligas (The School Board of Broward County, Florida).
Evaluation of Broward County Alliance of Quality Schools Project.
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reading_4-6_89 |
.05 |
Strategy: Broward County Alliance of Quality Schools
Subjects: Elementary schools: 77.8% African-American, 11.3% Hispanic and 9.2% White. 82-84% of the schools SES and 13-14% LEP. Middle schools: 65% African-American, 20% White. And 15% Hispanic, 63.5% SES and 8.2% LEP
Results: Student in grades 4, 7, and 8 demonstrated increases in average scores in reading comprehension while students in 3, 5, 6 showed decreases in reading comprehension. Student behavior had improved with a decrease in the number of referrals at the elementary school level and in incident and disciplinary actions at the middle school level. |
Reading Topics:
• Comprehension
– Misc
Grades: 3-8
Diverse Learners
Keywords:
direct instruction; Accelerated Reader; computer assisted instruction |
Study Name
|
Design
Rating
|
Strategy, Subjects, Effects
|
Topics
|
Table information is abbreviated. Click "Read full review" links below for full citations of author and journal names and for details about the studies. |
Study:
Topping & Sanders.
Teacher effectiveness and computer assessment of reading: relating value added and learning information system data. (Accelerated Reader)
Read full review
reading_4-6_93 |
1 |
Strategy: Learning Information System, Accelerated Reader (AR) and Tennessee Value-Added Assessment System
Subjects: All Tennessee 2nd-8th graders tested by Tennessee Comprehensive Assessment Program (TCAP).
Results: There is no evidence of a causal relationship between AR and increased achievement. |
Reading Topics:
• Comprehension
– Skills Instruction
Grades: K-8
Keywords:
Accelerated Reader |
Study:
Pavonetti, Brimmer, & Cipielewski.
Accelerated reader: What are the lasting effects on the reading habits of middle school student exposed to Accelerated Reader in elementary grades?
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reading_7-8_90 |
1 |
Strategy: Accelerated Reader
Subjects: 1,771 7th graders from 10 middle schools
Results: The overall results of this study do not support the claim that Accelerated Reader creates lifelong readers and students who continue to read independently after they no longer participate in the AR system. |
Reading Topics:
• Comprehension
– Skills Instruction
Grades: 6-8
Keywords:
Accelerated Reader |
Study Name
|
Design
Rating
|
Strategy, Subjects, Effects
|
Topics
|
Table information is abbreviated. Click "Read full review" links below for full citations of author and journal names and for details about the studies. |
Joseph and Weishaar.
The effect of strategic notetaking on the recall and comprehension of lecture information for high school students with learning disabilities.
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reading_9-12_150 |
3 |
Strategy: Strategic Note Taking
Subjects: 22 tenth through twelfth graders categorized as learning disabled, 4 categorized as educable mentally handicapped (EMR) from a large high school in a rural district bordering a large metropolitan area in the Midwest
Results: Effect Size= +.14 |
• Comprehension
– Skills instruction
Also Diverse Learners |
Study:
Bretzing & Kulhavy.
Notetaking and depth of processing.
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reading_9-12_64
|
2 |
Strategy: Note taking skills
Subjects: 180 male and female junior and senior high student volunteers
Results: The notes are worthwhile only if the notes are of a semantic nature, which increases the depth at which material is processed and strengthening memory recall.
|
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 9-12
Keywords:
notetaking; prose text
|