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Title:  Impact of the Thinking Reader Software Program on Grade 6 Reading Vocabulary, Comprehension, Strategies, and Motivation: Final Report
Description: Improving adolescent literacy is a critical step toward improving adolescent academic achievement (Kamil , Borman, Dole, Kral, Salinger, & Torgesen, 2008). "Adolescent literacy" commonly refers to the skills that students in Grades 4–12 need in order to successfully learn by reading, as opposed to learning how to read, which is emphasized in earlier grades (Kamil, 2003; Kamil et al., 2008; National Governors Association, 2005). Recent policy reports emphasize the need to build students' reading vocabulary and comprehension skills to meet the increased literacy demands that begin in Grade 4 (Carnegie Council on Advancing Adolescent Literacy, 2010; Meltzer, Smith, & Clark, 2001). Experts who drafted the Common Core State Standards for English Language Arts have emphasized that students must show a steadily increasing ability to discern more from text to become successful readers (National Governors Association & Council of Chief State School Officers, 2010). The current study evaluates an intervention (Thinking Reader®) designed to improve middle school students’ reading vocabulary and comprehension (Tom Snyder Productions, 2006a). It responds to an interest expressed by stakeholders to the Regional Educational Laboratory Northeast and Islands in improving literacy outcomes for students beyond elementary school.
Online Availability:
Cover Date: April 2011
Web Release: April 4, 2011
Publication #: REL 20104035
Center/Program: REL
Associated Centers: NCEE
Authors: Kathryn Drummond, Marjorie Chinen, Teresa Garcia Duncan, H. Ray Miller, Lindsay Fryer, and Courtney Zmach: American Institutes for Research. Katherine Culp, Education Development Center, Inc.
Type of Product: Evaluation Report
Keywords:
Questions: For questions about the content of this Evaluation Report, please contact:
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