Promoting Adolescents' Comprehension of Text: A Randomized Control Trial of Its Effectiveness

Autor/inn/en	Roberts, Greg; Vaughn, Sharon; Wanzek, Jeanne; Furman, Gleb; Martinez, Leticia; Sargent, Katherine
Titel	Promoting Adolescents' Comprehension of Text: A Randomized Control Trial of Its Effectiveness
Quelle	In: Journal of Educational Psychology, 115 (2023) 5, S.665-682 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Roberts, Greg) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000794
Schlagwörter	Middle School Students; History Instruction; United States History; Reading Comprehension; Content Area Reading; Instructional Effectiveness; Grade 8; Teaching Methods; Indiana; Missouri; Ohio; Wisconsin; Connecticut; New Hampshire; New Jersey; New York; District of Columbia; Delaware; Florida; Kentucky; Oklahoma; Tennessee; Texas; California; Utah; Gates MacGinitie Reading Tests + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; History lessons; Geschichtsunterricht; Leseverstehen; Sinnerfassendes Lesen; Unterrichtserfolg; School year 08; 8. Schuljahr; Schuljahr 08; Teaching method; Lehrmethode; Unterrichtsmethode; Kalifornien
Abstract	Promoting Adolescents' Comprehension of Text (PACT) is a text- and discourse-based set of instructional practices that engage students with disciplinary texts as a means of building content knowledge and improving reading comprehension. PACT)s "efficacy" has been the subject of extensive previous trials. The purpose of this study was to evaluate its "effectiveness" in a school-randomized design using stratified balanced sampling to assemble a representative sample of schools from the population of middle schools that teach U.S. history. The population-level effect estimates on a posttest of knowledge acquisition were 0.45 using weighted mixed effects estimation and 0.37 using weighted ordinary least squares. At follow-up, the effects were 0.53 based on weighted mixed effects estimation and 0.33 based on robust variance estimation. Furthermore, although treatment)s effects on content area reading comprehension and broad reading comprehension were not statistically significant, the sample-based treatment effects (g = 0.15 for content area reading and 0.14 for broad reading) were not trivial when evaluated in the context of other studies of literacy instruction with older readers. Our findings represent the most reliable estimates of PACT)s average student-level effects when the program is implemented at the school level. In addition, these estimates are for the program when implemented in "real-world" settings, versus in the more controlled conditions typical of efficacy designs. Finally, the results further replicate the PACT)s instructional practices, in this sample and in the population of middle schools that teach U.S. history. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01