Does an intensive reading program based on direct teaching of metacognitive skills and cooperative learning improve the literacy skills of young adolescents, particularly those who are at risk? This study is a randomized experiment involving 6th graders in high-poverty middle schools. The study is testing Success for All’s middle school reading program against a standard textbook series. The schools are dispersed around the United States and include a total of 720 6th graders. The project will pay particular attention to how the intervention changes classroom practices and processes in an attempt to explain effects on youth performance.
Does an intensive reading program based on direct teaching of metacognitive skills and cooperative learning improve the literacy skills of young adolescents, particularly those who are at risk?
