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.¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i1 small
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 There was a positive, statistically significant impact of ReadAbout on the social studies reading comprehension assessment for second-cohort students taught by teachers who were in the study both years (effect size: 0.22), and this impact was statistically significantly larger than the impact for first-cohort students taught by the same teachers. → James-Burdumy 2010

Evidence¶

James-Burdumy 2010¶

James-Burdumy, S., Deke, J., Lugo-Gil, J., Carey, N., Hershey, A., Gersten, R., Newman-Gonchar, R., Dimino, J., Haymond, K., and Faddis, B. (2010). Effectiveness of Selected Supplemental Reading Comprehension Interventions: Findings From Two Student Cohorts (NCEE 2010-4015). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. http://ies.ed.gov/ncee

q3 · i1 · causal · r2

Randomized comparison for second-cohort fifth graders taught by teachers in the study both years found a positive, statistically significant ReadAbout impact on the social studies reading comprehension assessment with "effect size: 0.22", statistically significantly larger than the first-cohort impact for the same teachers.

"There was a positive, statistically significant impact of ReadAbout on the social studies reading comprehension assessment for second-cohort students taught by teachers who were in the study both years (effect size: 0.22). Th is impact was statis tically significantly larger than the impact for first-cohort stude nts taught by the same teachers in the first year of the study."

Discussion¶

Related Claims¶

• 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 had a positive and significant impact in the study's second year among teachers with one year of experience using the intervention — 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
• Teacher-practices subgroup differences were essentially null: none were statistically significant for the second cohort, and five of 60 were significant in the follow-up year. — reports the opposite
• 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
• A national evaluation design was produced to assess supplemental reading comprehension programs for fifth-grade students — related