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

doi:10.1111/ldrp.12162

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

Special Education and Communication Disorders

Research output: Contribution to journal › Article › peer-review

41 Scopus citations

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 language	English (US)
Pages (from-to)	11-23
Number of pages	13
Journal	Learning Disabilities Research and Practice
Volume	33
Issue number	1
DOIs	https://doi.org/10.1111/ldrp.12162
State	Published - Feb 1 2018

ASJC Scopus subject areas

Health(social science)
Education
Developmental and Educational Psychology

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10.1111/ldrp.12162

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Fuchs, D., Hendricks, E., Walsh, M. E., Fuchs, L. S., Gilbert, J. K., Zhang Tracy, W., Patton, S., Davis-Perkins, N., Kim, W., Elleman, A. M., & Peng, P. (2018). Evaluating a Multidimensional Reading Comprehension Program and Reconsidering the Lowly Reputation of Tests of Near-Transfer. Learning Disabilities Research and Practice, 33(1), 11-23. https://doi.org/10.1111/ldrp.12162

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

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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.",

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N1 - Funding Information: This research was supported in part by a grant (R23413D0003) from the National Center for Special Education Research in the Institute of Education Sciences (U.S. Department of Education) and Core Grant HD 15052 from the Eunice Kennedy Shriver National Institute of Child Health and Human Development. This article does not necessarily reflect positions or policies of the funding agencies, and no official endorsement by them should be inferred. Publisher Copyright: © 2018 The Division for Learning Disabilities of the Council for Exceptional Children

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

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