A large randomized trial found no statistically significant effects of Project CRISS® on standardized grade 5 comprehension measures (James-Burdumy et al., 2009)¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i0 negligible
Currency · newest study 2010 · checked against its sources 2026-10-08 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i0 In a randomized controlled trial across ten low-income districts, Project CRISS® showed no statistically significant effects on the GRADE passage comprehension subtest or on ETS science or social studies comprehension assessments in grade 5. → Project CRISS® (CReating Independence through Student-owned Strategies) 2010

Evidence¶

Project CRISS® (CReating Independence through Student-owned Strategies) 2010¶

Project CRISS® (CReating Independence through Student-owned Strategies). (2010). WWC Intervention Report: Project CRISS®, Adolescent Literacy. U.S. Department of Education, What Works Clearinghouse. https://ies.ed.gov/ncee/wwc/InterventionReport/388

q3 · i0 · causal · r2

Randomized controlled trial assigning 89 schools in ten geographically diverse low-income districts to four curricula or control; the CRISS portion covered 1,155 CRISS students and 1,183 comparison students after nine months. Appendix A3 prints small negative-to-null effect sizes (GRADE –0.04, ETS science 0.02, ETS social studies –0.03, all ns). The report states the trial "did not find any statistically significant effects of Project CRISS®."

"James-Burdumy et al. (2009) did not find any statistically significant effects of Project CRISS® on the passage comprehension subtest of the Group Reading Assessment and Diagnostic Evaluation or either the science or social studies reading comprehension assessments."

Discussion¶

Related Claims¶

• Project CRISS® produced statistically significant greater free-recall gains than regular instruction in grades 4 and 6 (Horsfall & Santa, 1994) — related
• The evaluation was a large-scale randomized control trial spanning 268 teachers, 6,350 students, 89 schools, 10 districts, and 8 states — a broader claim this one bears on
• Project CRISS, ReadAbout, and Read for Real showed no significant impacts on reading comprehension in the study's first year — related
• Strategic instruction in four learning strategies produced no significantly different reading comprehension gains than typical adult education instruction — related
• Four supplemental reading comprehension curricula had no positive impact on fifth-grade students' test scores, with negative impacts in some cases — a broader claim this one bears on
• After one school year of implementation (first cohort), the curricula produced no statistically significant positive impacts, and four statistically significant negative impacts were observed. — a broader claim this one bears on
• Reading for Knowledge had a statistically significant negative impact on students' reading comprehension scores in the study's first year — related