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-Perkins, 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	In: Learning Disabilities Research & Practice, 33 (2018) 1, S.11-23 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fuchs, Douglas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
DOI	10.1111/ldrp.12162
Schlagwörter	Multidimensional Scaling; Reading Comprehension; Reputation; Reading Programs; Program Evaluation; Grade 3; Grade 5; Experimental Programs; Urban Schools; Tutoring; Control Groups; Experimental Groups; Reading Tests; Reading Achievement; Outcome Measures; Achievement Gains; Program Effectiveness + Suchen Sie Ihr Suchwort? Mehrdimensionale Analysis; Leseverstehen; Programme evaluation; Programmevaluation; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; 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 116 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 two tutoring conditions and a control group. Results indicated that students in the two 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01