Four Reading Comprehension Curricula (Project CRISS, ReadAbout, Read for Real, and Reading for Knowledge): Improving Reading Comprehension Among Fifth-Grade Students
About the Intervention
The study discusses four reading comprehension curricula: Project CRISS, ReadAbout, Read for Real, and Reading for Knowledge. These curricula aim to improve reading comprehension skills among fifth-grade students. They share common comprehension strategies, instructional strategies, and student activities, but differ in emphasis and approach. Project CRISS focuses on five keys to learning, including background knowledge, purpose setting, author's craft, active learning, and metacognition. ReadAbout teaches reading comprehension skills through a computer program, while Read for Real uses a six-volume set of books to teach reading strategies. Reading for Knowledge makes extensive use of cooperative learning strategies and a process called SQRRRL (Survey, Question, Read, Restate, Review, Learn).
Statistical Findings
No positive effect on reading comprehension
Negative effect on reading comprehension for students with above-average baseline fluency levels
Negative effect on reading comprehension for students with baseline comprehension levels in the bottom third of the sample
Negative effect on reading comprehension for students of teachers with more than five years of teaching experience
Negative effect on reading comprehension for students attending schools with below-average School Professional Culture scores
Negative effect on reading comprehension for students attending schools with an above-average concentration of students eligible for free or reduced-price lunch
Negative effect on reading comprehension for students attending schools with a below-average concentration of English language learners
Negative effect on reading comprehension for students with teachers who had more than 10 years of teaching experience
More Intervention Details
Focus Areas
Economically DisadvantagedPrograms & Services
General EducationDelivery Methods
Face-to-FaceDisability Support
N/ATarget Groups
Student(s)Source
Carey, N., Deke, J., Dimino, J., Douglas, A., Faddis, B., Gersten, R., Hershey, A., James-Burdumy, S., Lugo-Gil, J., Mansfield, W. & Newman-Gonchar, R. (2009). Effectiveness of Selected Supplemental Reading Comprehension Interventions: Impacts on a First Cohort of Fifth-Grade Students. NCEE 2009-4032 (ED505578). ERIC. https://files.eric.ed.gov/fulltext/ED505578.pdf.
Study Demographics
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Participant Gender
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Other Participant Characteristics
Geographical Setting
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