This study aimed to determine the efficacy of a content knowledge and reading comprehension treatment implemented by 8th-grade social studies teachers over the course of 1 school year. We randomly assigned 8th-grade students with reading difficulties to the intervention treatment condition (n = 45) or the business-as-usual comparison condition…

The authors examine the results for students with disabilities from a 2-year randomized controlled trial with students identified in ninth grade and followed through 10th grade in their allotted condition group. Prior to ninth grade, students with disabilities who met criteria for low reading comprehension (i.e., through failure on the state…

This study aimed to determine the efficacy of a content knowledge and reading comprehension treatment implemented by eighth-grade general education social studies teachers among students with disabilities included in the classes. Data on students with disabilities across 2 years of study were combined for the analysis presented here. Students in…

This randomized control trial examined the efficacy of team-based learning implemented within 11th-grade social studies classes. A randomized blocked design was implemented with 26 classes randomly assigned to treatment or comparison. In the treatment classes teachers implemented team-based learning practices to support students in engaging in…

In this experimental study we examined the effects of integrating teacher-directed knowledge-building and student-regulated comprehension practices in 7th- to 10th-grade English language arts classes. We also investigated the effect of instructional quality and whether integrating practices differentially benefitted students with lower entry-level…

The study evaluates the efficacy of an intensive, reading intervention, a dropout prevention intervention, and an intensive, reading intervention plus dropout prevention on high school students' reading achievement and rates of dropout/school engagement. This paper focuses on the reading intervention and on reading outcomes. Data on the drop out…

Collaborative Strategic Reading (CSR) is a multicomponent reading intervention aimed at improving students' text comprehension. Two 1-year randomized controlled trials were conducted to determine the efficacy of CSR with seventh and eighth grade students. The Year 2 replication study was identical to the original Year 1 study except that the…