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

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

ASJC Scopus subject areas

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

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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