Classroom observations confirmed that SRI teachers modeled and evaluated strategies more frequently than control teachers¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In Grade 3, experimental classrooms showed significantly higher ratings for explaining lesson goals, modeling of strategies, feedback on strategy use, and end-of-lesson evaluation (e.g., modeling: t = −5.18, p < .001). → Droop 2016 q3 i? In Grade 4, similar differences were found for modeling of strategies, feedback, and evaluation, but not for explaining lesson goals. → Droop 2016 (2)

Evidence¶

Droop 2016¶

Droop, M.; van Elsäcker, W.; Voeten, M. J. M.; Verhoeven, L. (2016). Long-Term Effects of Strategic Reading Instruction in the Intermediate Elementary Grades. Journal of Research on Educational Effectiveness. https://doi.org/10.1080/19345747.2015.1065528

q3 · i? · causal · r2

Annual 45-minute activity-sampling observations of all experimental and control classrooms, rated on four-point scales; Grade 3 differences were statistically significant (e.g., modeling of strategies t = −5.18, df = 58, p < .001; Table 2).

"the experimental group showed a higher level of explaining the goals of the lesson, more modeling of strategies, a higher level of feedback on the use of strategies, and more re flection and evaluation at the end of the lesson."

Droop 2016 (2)¶

Droop, M.; van Elsäcker, W.; Voeten, M. J. M.; Verhoeven, L. (2016). Long-Term Effects of Strategic Reading Instruction in the Intermediate Elementary Grades. Journal of Research on Educational Effectiveness. https://doi.org/10.1080/19345747.2015.1065528

q3 · i? · causal · r2

Grade 4 observations showed significant differences for modeling of strategies (t = −5.58, p < .001), feedback (t = −3.49, p < .001), and evaluation (t = −4.61, p < .001), but no differences for explaining lesson goals, classroom management, or clarity of instruction.

"In Grade 4, similar patterns were found. There were clear differences in the modeling of strategies, the feedback provided regarding the use of strategies and re flection, and evaluation at the end of the lesson."

Discussion¶

Related Claims¶

• The SRI program produced a statistically significant positive effect on knowledge of reading strategies after one year of intervention in Grade 3 — related
• After two years of SRI, the intervention effect on strategy knowledge had further increased, and positive effects emerged on reading comprehension — related
• Implementation differences between intervention and comparison classrooms emerged by the end of the intervention period — related