There is a new Best Evidence in Brief and this time I’m picking this study from their overview:
Ariane Baye from the University of Liege and Cynthia Lake, Amanda Inns, and Robert Slavin from our Center for Research and Reform in Education have completed an update to their report on effective secondary reading programs. The paper, A Synthesis of Quantitative Research on Reading Programs for Secondary Students, focuses on 69 studies that used random assignment (n=62) or high-quality quasi-experiments (n=7) to evaluate outcomes of 51 programs on widely accepted measures of reading.The authors found that categories of programs using one-to-one and small-group tutoring, cooperative learning, whole-school approaches including organizational reforms such as teacher teams, and writing-focused approaches showed positive outcomes. Individual approaches in a few other categories also showed positive impacts. These approaches included programs emphasizing social studies/science, structured strategies, and personalized and group/personalization rotation approaches for struggling readers. Programs that provide a daily extra period of reading and those utilizing technology were no more effective, on average, than programs that did not provide these resources.The findings suggest that secondary readers benefit more from socially and cognitively engaging instruction than from additional reading periods or technology.