Abstract
This study addressed the effects of Strategies for Teaching Reading, Information, and Vocabulary Effectively (STRIVE), a distributed professional development (PD) model designed to help teachers implement reading comprehension and vocabulary practices in fourth grade social studies classes. Schools (n = 81 schools, n = 235 teachers, n = 4,757 students) were randomly assigned to one of three conditions: researcher-supported PD, school-supported PD, or business as usual (typical instruction). Findings revealed significant effects for both treatment conditions when compared to the business-as-usual condition for content knowledge (g = 0.51–0.55), vocabulary learning (g = 0.49) and reading comprehension in content (g = 0.16–0.26). Statistically significant effects were not observed for the Gates MacGinitie Reading Comprehension (g = 0.04–0.06), however, the effect size for the Gates MacGinitie Vocabulary test was statistically significant for the school-supported PD group (g = 0.03–0.07). Findings establish the efficacy of the STRIVE PD model on student reading outcomes and supports the efficacy of using more sustainable methods of PD that feature school supported follow up PD. Fidelity did not mediate any outcomes.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.