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

Douglas Fuchs, Emma Hendricks, Meagan E. Walsh, Lynn S. Fuchs, Jennifer K. Gilbert, Wen Zhang Tracy, Samuel Patton, Nicole Davis-Perkins, Wooliya Kim, Amy M. Elleman, Peng Peng

Research output: Contribution to journalArticle

2 Citations (Scopus)

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.

Original languageEnglish (US)
Pages (from-to)11-23
Number of pages13
JournalLearning Disabilities Research and Practice
Volume33
Issue number1
DOIs
StatePublished - Feb 1 2018

Fingerprint

reputation
Reading
comprehension
Students
school grade
Control Groups
tutor
school
Group
student
district
classroom
teacher

ASJC Scopus subject areas

  • Health(social science)
  • Education
  • Developmental and Educational Psychology

Cite this

Evaluating a Multidimensional Reading Comprehension Program and Reconsidering the Lowly Reputation of Tests of Near-Transfer. / Fuchs, Douglas; Hendricks, Emma; Walsh, Meagan E.; Fuchs, Lynn S.; Gilbert, Jennifer K.; Zhang Tracy, Wen; Patton, Samuel; Davis-Perkins, Nicole; Kim, Wooliya; Elleman, Amy M.; Peng, Peng.

In: Learning Disabilities Research and Practice, Vol. 33, No. 1, 01.02.2018, p. 11-23.

Research output: Contribution to journalArticle

Fuchs, D, Hendricks, E, Walsh, ME, Fuchs, LS, Gilbert, JK, Zhang Tracy, W, Patton, S, Davis-Perkins, N, Kim, W, Elleman, AM & Peng, P 2018, 'Evaluating a Multidimensional Reading Comprehension Program and Reconsidering the Lowly Reputation of Tests of Near-Transfer', Learning Disabilities Research and Practice, vol. 33, no. 1, pp. 11-23. https://doi.org/10.1111/ldrp.12162
Fuchs, Douglas ; Hendricks, Emma ; Walsh, Meagan E. ; Fuchs, Lynn S. ; Gilbert, Jennifer K. ; Zhang Tracy, Wen ; Patton, Samuel ; Davis-Perkins, Nicole ; Kim, Wooliya ; Elleman, Amy M. ; Peng, Peng. / Evaluating a Multidimensional Reading Comprehension Program and Reconsidering the Lowly Reputation of Tests of Near-Transfer. In: Learning Disabilities Research and Practice. 2018 ; Vol. 33, No. 1. pp. 11-23.
@article{817db2b5a7e049ada25c0bee1e1ae259,
title = "Evaluating a Multidimensional Reading Comprehension Program and Reconsidering the Lowly Reputation of Tests of Near-Transfer",
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.",
author = "Douglas Fuchs and Emma Hendricks and Walsh, {Meagan E.} and Fuchs, {Lynn S.} and Gilbert, {Jennifer K.} and {Zhang Tracy}, Wen and Samuel Patton and Nicole Davis-Perkins and Wooliya Kim and Elleman, {Amy M.} and Peng Peng",
year = "2018",
month = "2",
day = "1",
doi = "10.1111/ldrp.12162",
language = "English (US)",
volume = "33",
pages = "11--23",
journal = "Learning Disabilities Research and Practice",
issn = "0938-8982",
publisher = "Routledge",
number = "1",

}

TY - JOUR

T1 - Evaluating a Multidimensional Reading Comprehension Program and Reconsidering the Lowly Reputation of Tests of Near-Transfer

AU - Fuchs, Douglas

AU - Hendricks, Emma

AU - Walsh, Meagan E.

AU - Fuchs, Lynn S.

AU - Gilbert, Jennifer K.

AU - Zhang Tracy, Wen

AU - Patton, Samuel

AU - Davis-Perkins, Nicole

AU - Kim, Wooliya

AU - Elleman, Amy M.

AU - Peng, Peng

PY - 2018/2/1

Y1 - 2018/2/1

N2 - 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.

AB - 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.

UR - http://www.scopus.com/inward/record.url?scp=85041393893&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85041393893&partnerID=8YFLogxK

U2 - 10.1111/ldrp.12162

DO - 10.1111/ldrp.12162

M3 - Article

VL - 33

SP - 11

EP - 23

JO - Learning Disabilities Research and Practice

JF - Learning Disabilities Research and Practice

SN - 0938-8982

IS - 1

ER -