The Journal of Research on Educational Effectiveness recently published a manuscript authored by researchers in the Teacher Quality project within MCPER’s Reading Institute. The paper, “A Comparison of Multiple-Strategy Methods: Effects on Fourth-Grade Students’ General and Content-Specific Reading Comprehension and Vocabulary Development,” compared typical fourth-grade social studies instruction to two multiple-strategy approaches (content area comprehension and vocabulary). Data suggested that the multiple-strategy approaches were more effective than the typical social studies instruction. The full publication information for this manuscript is posted in our Library.
