Evidence map›Paper›PMID 26500420›Full record

ArticleEducational psychology review2014

Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten through Fourth Grade.

Carol McDonald Connor, Beth M Phillips, Michael Kaschak, Kenn Apel, Young-Suk Kim, Stephanie Al Otaiba, Elizabeth C Crowe, Shurita Thomas-Tate, Lakeisha Cooper Johnson, Christopher J Lonigan

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Educational psychology review, 2014. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers.

0numbers the graph read from it
0cells of the map it votes in
11citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

11 citing papers in PubMed.

  1. Article
  2. Article
  3. Examining the Efficacy of Targeted Component Interventions on Language and Literacy for Third and Fourth Graders Who are at Risk of Comprehension Difficulties.Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading · 2018
    Article
  4. The role of linguistic clues in medical students' reading comprehension.Psychology research and behavior management · 2018
    Article
  5. Article
  6. Article
  7. Article
  8. Article
  9. Article
  10. Individualizing Student Instruction in Reading: Implications for Policy and Practice.Policy insights from the behavioral and brain sciences · 2016
    Article
  11. Individual differences in fifth graders' reading and language predict their comprehension monitoring development: An eye-movement study.Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading
    Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

10 authors.

Carol McDonald ConnorArizona State University, Florida State University, Florida Center for Reading Research, University of South Carolina, Southern Methodist University, Missouri State University, Georgia State University.
Beth M PhillipsArizona State University, Florida State University, Florida Center for Reading Research, University of South Carolina, Southern Methodist University, Missouri State University, Georgia State University.
Michael KaschakArizona State University, Florida State University, Florida Center for Reading Research, University of South Carolina, Southern Methodist University, Missouri State University, Georgia State University.
Kenn ApelArizona State University, Florida State University, Florida Center for Reading Research, University of South Carolina, Southern Methodist University, Missouri State University, Georgia State University.
Young-Suk KimArizona State University, Florida State University, Florida Center for Reading Research, University of South Carolina, Southern Methodist University, Missouri State University, Georgia State University.
Stephanie Al OtaibaArizona State University, Florida State University, Florida Center for Reading Research, University of South Carolina, Southern Methodist University, Missouri State University, Georgia State University.
Elizabeth C CroweArizona State University, Florida State University, Florida Center for Reading Research, University of South Carolina, Southern Methodist University, Missouri State University, Georgia State University.
Shurita Thomas-TateArizona State University, Florida State University, Florida Center for Reading Research, University of South Carolina, Southern Methodist University, Missouri State University, Georgia State University.
Lakeisha Cooper JohnsonArizona State University, Florida State University, Florida Center for Reading Research, University of South Carolina, Southern Methodist University, Missouri State University, Georgia State University.
Christopher J LoniganArizona State University, Florida State University, Florida Center for Reading Research, University of South Carolina, Southern Methodist University, Missouri State University, Georgia State University.

Funding

THE FLORIDA LONGITUDINAL STUDYP50HD052120 · NICHD · FLORIDA STATE UNIVERSITY · PI TIFFANY P HOGAN · 2006 to 2026
$31.7M
Child-Instruction Interactions Causal Effects on ReadingR01HD048539 · NICHD · FLORIDA STATE UNIVERSITY · PI CONNOR, CAROL MCDONALD · 2005 to 2010
$2.4M
Developing Dynamic Forecasting Intervention Models for Upper Elementary StudentsR21HD062834 · NICHD · FLORIDA STATE UNIVERSITY · PI CONNOR, CAROL MCDONALD · 2010 to 2011
$356k
NICHD NIH HHS P50 HD052120NICHD NIH HHS R01 HD048539NICHD NIH HHS R21 HD062834
6 · The paper itself

Abstract

This paper describes the theoretical framework, as well as the development and testing of the intervention, Comprehension Tools for Teachers (CTT), which is composed of eight component interventions targeting malleable language and reading comprehension skills that emerging research indicates contribute to proficient reading for understanding for prekindergarteners through fourth graders. Component interventions target processes considered largely automatic as well as more reflective processes, with interacting and reciprocal effects. Specifically, we present component interventions targeting cognitive, linguistic, and text-specific processes, including morphological awareness, syntax, mental-state verbs, comprehension monitoring, narrative and expository text structure, enacted comprehension, academic knowledge, and reading to learn from informational text. Our aim was to develop a tool set composed of intensive meaningful individualized small group interventions. We improved feasibility in regular classrooms through the use of design-based iterative research methods including careful lesson planning, targeted scripting, pre- and postintervention proximal assessments, and technology. In addition to the overall framework, we discuss seven of the component interventions and general results of design and efficacy studies.

Indexed as

Academic languageChildrenEarly childhoodElementary schoolInstructionInterventionLiteracyMiddle childhoodOral languagePreschoolReading comprehensionSmall group interventionStudentsTier 2

Identifiers

PMID26500420
PMCPMC4613791

What OpenQuestion holds

Textmetadata
LicenceTDM
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.