home about the BEE review methods sign up for updates resources

Reading / Upper Elementary

Full Report pdf (2.2 MB) || Educator's Summary pdf (399 KB)

Review Summary

This article systematically reviews research on the achievement outcomes of three types of classroom approaches to improving the reading achievement of students in grades 2-5: Reading curricula, computer-assisted instruction (CAI), and instructional process programs. Study inclusion criteria included use of randomized or matched control groups, study duration of at least 12 weeks, and use of valid achievement measures that were independent of the experimental treatments. A total of 80 studies met these criteria. The review concludes that programs designed to change daily teaching practices have substantially greater research support than those that focus on curriculum or technology alone. In particular, positive achievement effects were found for cooperative learning programs and for structured, phonetic curricula combined with instructional process approaches. The effective approaches provided extensive professional development intended to significantly affect teaching practices. In contrast, studies of reading textbooks and of computer-assisted instruction found small effects on reading outcomes.





about CDDRE
privacy disclosure contact us site map
Back to Homepage Back to Homepage Johns Hopkins University School of Education Center for Data-Driven Reform in Education