Large-scale randomized controlled trial design for evaluating supplemental literacy curricula¶
Research Method · All research methods
Evidence · 5 claims (5 for) · 3 studies (3 causal),q3· 0 of 3 report an effect size · 5 claims rest on one study
Description¶
The study's organizing method is "a large-scale randomized controlled trial of the effects of four supplemental reading comprehension curricula." Impact analyses are conducted separately by study year, allowing effects to differ across years and across teacher subgroups defined by experience using the intervention. This design supports causal claims about each curriculum's impact on students' reading comprehension scores.
Accounts¶
- Large-scale randomized controlled trial design for evaluating supplemental literacy curricula: The study's organizing method is "a large-scale randomized controlled trial of the effects of four supplemental reading comprehension curricula." Impact analyses are conducted separately by study year, allowing effects to differ across years and across teacher subgroups defined by experience using the intervention. This design supports causal claims about each curriculum's impact on students' reading comprehension scores. (Susanne James-Burdumy et al. (2012))
Claims¶
- Project CRISS, ReadAbout, and Read for Real showed no significant impacts on reading comprehension in the study's first year [+M]
- ReadAbout had a positive and significant impact in the study's second year among teachers with one year of experience using the intervention [+W]
- Reading for Knowledge had a statistically significant negative impact on students' reading comprehension scores in the study's first year [+W]
- Four supplemental reading comprehension curricula had no positive impact on fifth-grade students' test scores, with negative impacts in some cases [+W]
- After one school year of implementation (first cohort), the curricula produced no statistically significant positive impacts, and four statistically significant negative impacts were observed. [+W]
Related Research Methods¶
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Key Sources¶
- 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
Page metadata
| Field | Value |
|---|---|
type |
research-method |
id |
large-scale-randomized-controlled-trial-design-for-evaluating-supplemental-literacy-curric |
title |
Large-scale randomized controlled trial design for evaluating supplemental literacy curricula |
description |
The study's organizing method is "a large-scale randomized controlled trial of the effects of four supplemental reading comprehension curricula." Impact analyses are conducted separately by study year, allowing effects to differ across years and across teacher subgroups defined by experience using t |
status |
review |
moved_from |
theory/large-scale-rct-supplemental-literacy-curricula |
generated |
by process:sweep-kinds on 2026-10-10 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — susanne-james-burdumy-2012 |
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