The Impact of Collaborative Strategic Reading Over Time

• In Event: Reporting the Results of Reading Interventions

Abstract

This paper provides longitudinal results of an Investing in Innovation (i3) project that partners a university and an urban district to implement Collaborative Strategic Reading (CSR), a set of research-based best practices intended to improve reading comprehension. Findings show there was a statistically significant effect in improving achievement in reading over a two year period. Results also demonstrate that low-income students are improving in reading comprehension at a faster rate than non-low-income students, providing evidence of CSR’s potential to reduce achievement gaps over time. Furthermore, results suggest that there may be an advantage to receiving the full intended model (CSR 2x/week for year 1 and 3x/week for year two) over the course of two years.

Authors

• Pamela R. Buckley, University of Colorado - Boulder

• Janette K. Klingner, University of Colorado - Boulder

• Alison Gould Boardman, University of Colorado - Boulder