{"product_id":"2940148922186","title":"Effectiveness of Selected Supplemental Reading Comprehension Interventions: Impacts on a First Cohort of Fifth-Grade Students","description":"There are increasing cognitive demands on student knowledge in middle elementary grades\u003cbr\u003ewhere students become primarily engaged in reading to learn, rather than learning to read (Chall\u003cbr\u003e1983). Children from disadvantaged backgrounds often lack general vocabulary, as well as\u003cbr\u003evocabulary related to academic concepts that enable them to comprehend what they are reading\u003cbr\u003eand acquire content knowledge (Hart and Risley 1995). They also often do not know how to use\u003cbr\u003estrategies to organize and acquire knowledge from informational text in content areas such as\u003cbr\u003escience and social studies (Snow and Biancarosa 2003). Instructional approaches for improving\u003cbr\u003ecomprehension are not as well developed as those for decoding and fluency (Snow 2002).\u003cbr\u003eAlthough multiple techniques for direct instruction of comprehension in narrative text have been\u003cbr\u003ewell demonstrated in small studies, there is not as much evidence on teaching reading\u003cbr\u003ecomprehension within content areas (National Institute of Child Health and Human Development\u003cbr\u003e2000).\u003cbr\u003eImproving the ability of disadvantaged students to read and comprehend text is an important\u003cbr\u003eelement in federal education policy aimed at closing the achievement gap. Title I of the No Child\u003cbr\u003eLeft Behind Act (NCLB) calls on educators to close the gap between low- and high-achieving\u003cbr\u003estudents using approaches that scientifically based research has shown to be effective. Such\u003cbr\u003erigorous research is relatively scarce, however, so it is difficult for educators to determine how\u003cbr\u003ebest to use Title I funds to improve student outcomes. Identifying interventions that improve\u003cbr\u003ereading comprehension is part of this challenge.\u003cbr\u003eThe Institute of Education Sciences (IES) of the Department of Education (ED) has\u003cbr\u003eundertaken a rigorous evaluation of curricula designed to improve reading comprehension as one\u003cbr\u003estep toward meeting that research challenge. In 2004, ED contracted with Mathematica Policy\u003cbr\u003eResearch, Inc. (MPR) and its subcontractors to conduct the study.1 The study team worked with\u003cbr\u003eED to refine the study design and select the curricula to be tested, and then recruited districts and\u003cbr\u003eschools, collected data on implementation and outcomes, and analyzed the data. The study was\u003cbr\u003econducted based on a rigorous experimental design for assessing the effects of four reading\u003cbr\u003ecomprehension curricula on reading comprehension among fifth-grade students in selected\u003cbr\u003edistricts across the country, where schools were randomly assigned to use one of the four\u003cbr\u003etreatment curricula or to a control group.","brand":"ReadCycle","offers":[{"title":"Default Title","offer_id":47157113651440,"sku":"2940148922186","price":2.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0737\/7593\/9824\/files\/2940148922186_p0.jpg?v=1763710088","url":"https:\/\/shop-qa.barnesandnoble.com\/products\/2940148922186","provider":"Barnes \u0026 Noble (DEV)","version":"1.0","type":"link"}