Reading for Knowledge had a statistically significant negative impact on students' reading comprehension scores in the study's first year¶
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 first year of the randomized controlled trial, Reading for Knowledge produced a statistically significant negative impact on students' reading comprehension scores. → 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?
Impact analysis from the first year of a large-scale randomized controlled trial of four supplemental reading comprehension curricula. The article reports "a statistically significant negative impact of Reading for Knowledge on students' reading comprehension scores"; no effect size is printed.
"The impact analyses in the study's first year revealed a statistically significant negative impact of Reading for Knowledge on students' reading comprehension scores and no other significant impacts."
Discussion¶
Related Claims¶
- 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
- 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
- Project CRISS, ReadAbout, and Read for Real showed no significant impacts on reading comprehension in the study's first year — 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. — a broader claim this one bears on
- The four reading interventions did not improve state assessment (PSSA) scores; for fifth graders they lowered reading and mathematics scores — a broader claim this one bears on
- A large randomized trial found no statistically significant effects of Project CRISS® on standardized grade 5 comprehension measures (James-Burdumy et al., 2009) — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
reading-for-knowledge-negative-impact-year-one |
title |
Reading for Knowledge had a statistically significant negative impact on students' reading comprehension scores in the study's first year |
description |
Reading for Knowledge had a statistically significant negative impact on students' reading comprehension scores in the study's first year |
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 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.