LATEST
RESEARCH
The Latest Research
Report: One-Year Follow-Up Outcomes The other study investigated the effectiveness students on Spanish and English measures,
of Spanish and English Interventions for of an English reading intervention with including decoding, spelling, fl uency, and
English Language Learners at Risk for students who were nonnative English comprehension. The report concluded
Reading Problems. American Educational speakers and were being instructed in English that ELLs at risk for reading problems who
Research Journal, Vol. 46, No. 3, 744-781. in their classrooms. Both of the studies were provided a very intensive fi rst grade
(September 2009) were conducted with fi rst graders and used intervention made and sustained gains
randomized controlled designs. through second grade, regardless of whether
What? This report provides one-year follow- the intervention was in Spanish or English, in
up data on 215 English language learners The studies’ treatment students received nearly all areas assessed.
(ELLs) with reading diffi culties who received a intervention for one school year in small
supplemental fi rst grade reading intervention groups for 50 minutes each day, as a Authors: Cirino, P., Vaughn, S., Linan-
in the language of their core reading supplement to their core reading program. Thompson, S., Cardenas-Hagan, E., Fletcher,
instruction. Two experimental intervention Comparison students received what the J., Francis, D.
studies were analyzed in the report. One study schools typically provided to ELLs.
investigated the effectiveness of a Spanish Where? This report can be found on the
reading intervention with students who were Findings from the studies revealed signifi cant SAGE publications website at http://aer.
being instructed in Spanish in their classrooms. differences favoring the treatment sagepub.com/cgi/content/abstract/46/3/744
Report: Impacts of Comprehensive Teacher In an effort to evaluate the effectiveness more support than did their counterparts
Induction: Results from the Second Year of a of comprehensive teacher induction, this during their second year in the classroom.
Randomized Controlled Study. (NCEE 2009 randomized controlled study compared For one-year districts, treatment teachers
– 4072). Washington, DC: National Center outcomes of teachers offered intensive received less support than their counterparts
for Educational Evaluation and Regional induction activities with full-time mentors during their second year in the classroom.
Assistance, Institute of Education Sciences, to those of teachers with less intensive, less According to the report, in both one-year
U.S. Department of Education. (August 2009) structured induction activities. The report and two-year districts, there was no impact
includes information from 10 districts in on teacher retention rates or overall student
What? A common policy response to which teachers were offered one year of achievement.
the problems of turnover and inadequate comprehensive induction services (“one-
preparation among beginning teachers is year” districts) and seven districts in Authors: Isenberg, E., Glazerman, S.,
to support new educators with a formal, which teachers were offered two years of Bleeker, M., Johnson, A., Lugo-Gil, J., Grider,
comprehensive induction program. However, comprehensive induction services (“two- M., Dolfi n, S., Britton, E.
currently there is little evidence to prove that year” districts).
investing in more comprehensive induction Where: This report can be found on the
programs will help districts attract, develop, The study found that, in two-year districts, Institute of Education Sciences website at
and retain beginning teachers. treatment teachers reported receiving http://ies.ed.gov/ncee/pubs
Report: Improving students’ reading comprehension through traditional instruction,
comprehension skills: Effects of strategy which included an extensive amount of text
instruction and reciprocal teaching. Learning interaction.
and Instruction, 19(3), 272-286. (June 2009)
The study found that, at both the post- and
What? The aim of this study was to investigate follow-up test, the intervention students
the effects of three different forms of strategy attained higher scores on an experimenter-
instruction – traditional reciprocal teaching, developed task of reading comprehension
reciprocal teaching in pairs, and instructor- and strategy use than the control students
guided reading – on 210 elementary-school who received traditional instruction. The
students’ reading comprehension. study also showed that students who
practiced reciprocal teaching in small groups
Students in the study were randomly assigned outperformed students in instructor-guided
to either an intervention condition or a control and traditional instruction groups on a
condition. In the intervention condition, standardized reading comprehension test.
students were taught four reading strategies
-- summarizing, questioning, clarifying, and Authors: Sporer, N., Brunstein, J.C.,
predicting – and practiced these strategies in Kieschke, U.
small groups (reciprocal teaching), pairs, or
instructor-guided small groups. In the control Where? This report can be found at http://
condition, students were taught reading dx.doi.org/10.1016/j.learninstruc.2008.05.003
26 Better: Evidence-based Education fall 2009
Better(US) Fall09.indb 26 14/10/09 13:05:59
Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28