A national evaluation design was produced to assess supplemental reading comprehension programs for fifth-grade students¶
Claim · All claims
Evidence · 1 study · designr2·q1
Currency · newest study 2006 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q1 i? The design report lays out an evaluation assessing supplemental reading comprehension programs for fifth-grade students. → Susanne James-Burdumy 2006
Evidence¶
Susanne James-Burdumy 2006¶
Susanne James-Burdumy, David Myers, John Deke, Wendy Mansfield, Russell Gersten, Joseph Dimino, Janice Dole, Lauren Liang, Sharon Vaughn, Meaghan Edmonds. (2006). The National Evaluation of Reading Comprehension Interventions: Design Report. Princeton, NJ: Mathematica Policy Research. https://www.mathematica.org/publications/the-national-evaluation-of-reading-comprehension-interventions
q1 · i? · design · r2
Descriptive statement from the report's own announcement page (type d). The page states the report "lays out the design for the Evaluation of Reading Comprehension Interventions" targeting "fifth-grade students" with supplemental programs. No results, samples, or effect sizes are printed on the page.
"This report lays out the design for the Evaluation of Reading Comprehension Interventions, which is assessing supplemental reading comprehension programs for fifth-grade students."
Discussion¶
Related Claims¶
- Four supplemental reading comprehension curricula had no positive impact on fifth-grade students' test scores, with negative impacts in some cases — related
- The four supplemental reading comprehension curricula had no statistically significant impacts on students one year after the end of their implementation (Cohort 1 follow-up in sixth grade). — related
- Impacts of the curricula were not statistically significantly larger after schools had one year of experience using them (Cohort 2 fifth graders). — related
- After one school year of implementation (first cohort), the curricula produced no statistically significant positive impacts, and four statistically significant negative impacts were observed. — related
- Student subgroup impact differences were rarely statistically significant: six of 288 differences in the second cohort and eight of 360 subgroup analyses in the follow-up year. — related
- ReadAbout showed a positive, statistically significant impact (effect size 0.22) on social studies reading comprehension for second-cohort students taught by teachers with one prior year of experience with the curriculum. — related
- The four reading interventions did not improve state assessment (PSSA) scores; for fifth graders they lowered reading and mathematics scores — related
- Four remedial reading interventions combined improved phonemic decoding, word reading accuracy and fluency, and reading comprehension for third-grade struggling readers one year after the interventions ended, though not on all measures — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
national-evaluation-design-supplemental-reading-comprehension-fifth-grade |
title |
A national evaluation design was produced to assess supplemental reading comprehension programs for fifth-grade students |
description |
A national evaluation design was produced to assess supplemental reading comprehension programs for fifth-grade students |
status |
review |
evidence_strength |
weak |
newest_evidence |
2006 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — susanne-james-burdumy-2006 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.