| 来源类型 | Publication |
| Effectiveness of Four Supplemental Reading Comprehension Interventions | |
| Susanne James-Burdumy; John Deke; Russell Gersten; Julieta Lugo-Gil; Rebecca Newman-Gonchar; Joseph Dimino; Kelly Haymond; and Albert Yung-Hsu Liu | |
| 发表日期 | 2012-10-30 |
| 出版者 | Journal of Research on Educational Effectiveness, vol. 5, issue 4 |
| 出版年 | 2012 |
| 语种 | 英语 |
| 概述 | This article presents evidence from a large-scale randomized controlled trial of the effects of four supplemental reading comprehension curricula (Project CRISS, ReadAbout, Read for Real, and Reading for Knowledge).", |
| 摘要 | This article presents evidence from a large-scale randomized controlled trial of the effects of four supplemental reading comprehension curricula (Project CRISS, ReadAbout, Read for Real, and Reading for Knowledge). The impact analyses in the study's first year revealed a statistically significant negative impact of Reading for Knowledge on students' reading comprehension scores and no other significant impacts. The impact of ReadAbout was positive and significant in the study's second year among teachers with one year of experience using the intervention. |
| URL | https://www.mathematica.org/our-publications-and-findings/publications/effectiveness-of-four-supplemental-reading-comprehension-interventions |
| 来源智库 | Mathematica Policy Research (United States) |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/487220 |
| 推荐引用方式 GB/T 7714 | Susanne James-Burdumy,John Deke,Russell Gersten,et al. Effectiveness of Four Supplemental Reading Comprehension Interventions. 2012. |
| 条目包含的文件 | 条目无相关文件。 | |||||
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