ReadAbout had a positive and significant impact in the study's second year among teachers with one year of experience using the intervention¶
Claim · All claims
Evidence · 1 study · causalr?·q3
Currency · newest study 2012 · checked against its sources 2026-10-08 (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.
q3 i? In the second year of the trial, ReadAbout showed a positive and statistically significant impact among teachers with one year of experience using the intervention. → Susanne James-Burdumy 2012
Evidence¶
Susanne James-Burdumy 2012¶
Susanne James-Burdumy, John Deke, Russell Gersten, Julieta Lugo-Gil, Rebecca Newman-Gonchar, Joseph Dimino, Kelly Haymond, Albert Yung-Hsu Liu. (2012). Effectiveness of Four Supplemental Reading Comprehension Interventions. Journal of Research on Educational Effectiveness, vol. 5, issue 4. https://www.mathematica.org/publications/effectiveness-of-four-supplemental-reading-comprehension-interventions
q3 · i? · causal · r?
Second-year impact analysis from the randomized controlled trial reports "the impact of ReadAbout was positive and significant" for the subgroup of teachers with one year of experience using the intervention; no effect size is printed.
"The impact of ReadAbout was positive and significant in the study's second year among teachers with one year of experience using the intervention."
Discussion¶
Related Claims¶
- 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. — possibly the same claim (merge candidate)
- Project CRISS, ReadAbout, and Read for Real showed no significant impacts on reading comprehension in the study's first year — 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). — reports the opposite
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
readabout-positive-impact-second-year-experienced-teachers |
title |
ReadAbout had a positive and significant impact in the study's second year among teachers with one year of experience using the intervention |
description |
ReadAbout had a positive and significant impact in the study's second year among teachers with one year of experience using the intervention |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2012 |
source_checked |
2026-10-08 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — susanne-james-burdumy-2012 |
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