Project CRISS, ReadAbout, and Read for Real showed no significant impacts on reading comprehension in the study's first year¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2012 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? In the first year of the trial, none of the other three curricula (Project CRISS, ReadAbout, Read for Real) produced significant impacts on reading comprehension. → 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?

First-year impact analyses of the large-scale randomized controlled trial found "no other significant impacts" beyond the negative effect for Reading for Knowledge; no effect sizes are printed for the null findings.

"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¶

• ReadAbout had a positive and significant impact in the study's second year among teachers with one year of experience using the intervention — related
• 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. — related
• 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
• Reading for Knowledge had a statistically significant negative impact on students' reading comprehension scores in the study's first year — related
• A large randomized trial found no statistically significant effects of Project CRISS® on standardized grade 5 comprehension measures (James-Burdumy et al., 2009) — 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
• 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
• Project CRISS® produced statistically significant greater free-recall gains than regular instruction in grades 4 and 6 (Horsfall & Santa, 1994) — related