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).¶

Claim · All claims
Evidence · 1 study · causal r3 · q3
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In the second year, after the first cohort of students was no longer using the interventions, none of the four curricula produced statistically significant impacts on follow-up test scores. → 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 · i? · causal · r3

Follow-up testing of the first cohort of fifth-grade students in spring 2008, when they were in sixth grade and no longer receiving the interventions, found "no statistically significant impacts of any of the four curricula" on follow-up reading comprehension test scores. No effect sizes are printed for this finding.

"The curricula did not have an impact on students one year after the end of their implementation. In the second year, after the firs t cohort of students was no longer using the interventions, there were no statistically significant impacts of any of the four curricula."

Discussion¶

Related Claims¶

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