Near- and Mid-Transfer Measures for Comprehension: Evidence From Randomized Control Trials of Nonfiction Comprehension Strategies

• In Event: Park Central Roundtable Session 12
  In Roundtable Session: Roundtable Session: Literacy Instruction in Special Education

Abstract

For this poster, I describe the use of researcher-created near and mid-transfer tests, along with commercially available far-transfer tests, in evaluating the efficacy of two randomized control trials of a nonfiction comprehension intervention for struggling comprehenders in grades 3-5. Eligible students were randomly assigned to one of three groups: reading comprehension tutoring, reading comprehension tutoring with embedded working memory training, or control. Generally speaking, results indicated that the near- and mid-transfer tests were more sensitive to the effect of treatment than were the far-transfer tests. Implications for researchers and practitioners are discussed.

Authors

• Sam Patton, Vanderbilt University - Peabody College

• Douglas Fuchs, Vanderbilt University

• Emma Hendricks, Vanderbilt University - Peabody College

• Meagan Walsh, Vanderbilt University - Peabody College

• Lynn Fuchs, Vanderbilt University

• Jennifer Gilbert, Vanderbilt University