Evaluating a Multidimensional Reading Comprehension Program and Reconsidering the Lowly Reputation of Tests of Near Transfer

Autor/inn/en	Fuchs, Douglas; Hendricks, Emma; Walsh, Meagan E.; Fuchs, Lynn S.; Gilbert, Jennifer K.; Zhang Tracy, Wen; Patton, Samuel, III.; Davis, Nicole; Kim, Wooliya; Elleman, Amy M.; Peng, Peng
Titel	Evaluating a Multidimensional Reading Comprehension Program and Reconsidering the Lowly Reputation of Tests of Near Transfer
Quelle	(2018), (37 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1111/ldrp.12162
Schlagwörter	Reading Comprehension; Multidimensional Scaling; Reputation; Reading Programs; Grade 3; Grade 5; Program Evaluation; Experimental Programs; Urban Schools; Tutoring; Control Groups; Experimental Groups; Reading Tests; Reading Achievement; Outcome Measures; Achievement Gains; Program Effectiveness + Suchen Sie Ihr Suchwort? Leseverstehen; Mehrdimensionale Analysis; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; Programme evaluation; Programmevaluation; Erprobungsprogramm; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Förderkonzept; Nachhilfeunterricht; Lesetest; Leseleistung; Achievement gain; Leistungssteigerung
Abstract	We conducted a 14-week experimental study of 2 versions of a relatively comprehensive RC intervention that involved 50 classroom teachers, 15 tutors, and 120 children drawn in equal proportions from grades 3 and 5 in 13 schools in a large urban school district. Students were randomly assigned in equal numbers to the 2 tutoring conditions and a control group. Results indicated that students in the 2 tutored groups tended to perform comparably on all tests and to outperform controls (more so in grade 5 than grade 3) on near-transfer but not far-transfer measures of RC. This differential pattern of program effects for near- versus far-transfer measures raises questions about how tests of near-transfer and far-transfer are conventionally understood. [This is the in press version of an article published in "Learning Disabilities Research & Practice." For the published version of this article, see EJ1168541.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01