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Peer reviewed
Direct linkBerkeley, Sheri; Mastropieri, Margo A.; Scruggs, Thomas E. – Journal of Learning Disabilities, 2011
A pre-post experimental design with 6-week delayed posttest was implemented to investigate the effects of reading comprehension strategy (RCS) instruction with and without attribution retraining (AR) on reading outcomes for seventh, eighth, and ninth graders with learning and other mild disabilities. Students were randomly assigned to one of three…
Descriptors: Reading Comprehension, Research Design, Mild Disabilities, Effect Size
Download full textDynarski, Mark; Agodini, Roberto; Heaviside, Sheila: Novak, Timothy; Carey, Nancy; Campuzano, Larissa; Means, Barbara; Murphy, Robert; Penuel, William; Javitz, Hal; Emery, Deborah; Sussex, Willow – National Center for Education Evaluation and Regional Assistance, 2007
The National Center for Education Evaluation and Regional Assistance produced this major study of the effectiveness of education technology. Mandated by Congress, the report uses scientifically based research methods and control groups to focus on the impact of technology on student academic achievement. Thirty-three districts, 132 schools, and…
Descriptors: Program Effectiveness, Grouping (Instructional Purposes), Grade 1, Grade 4
Juan Carlos Calcagno; Bridget Terry Long – National Center for Postsecondary Research, 2008
Remedial or developmental courses are the most common policy instruments used to assist underprepared postsecondary students who are not ready for college-level coursework. However, despite its important role in higher education and its substantial costs, there is little rigorous evidence on the effectiveness of college remediation on the outcomes…
Descriptors: Educational Objectives, Academic Persistence, Outcomes of Education, Academic Achievement
