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Use of the curriculum research framework (CRF) for developing a reading-comprehension curricular supplement for the primary grades

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Use of the curriculum research framework (CRF) for developing a reading-comprehension curricular supplement for the primary grades. / Language and Reading Research Consortium.
In: Elementary School Journal, Vol. 116, No. 3, 03.2016, p. 459-486.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Language and Reading Research Consortium 2016, 'Use of the curriculum research framework (CRF) for developing a reading-comprehension curricular supplement for the primary grades', Elementary School Journal, vol. 116, no. 3, pp. 459-486. https://doi.org/10.1086/684827

APA

Language and Reading Research Consortium (2016). Use of the curriculum research framework (CRF) for developing a reading-comprehension curricular supplement for the primary grades. Elementary School Journal, 116(3), 459-486. https://doi.org/10.1086/684827

Vancouver

Language and Reading Research Consortium. Use of the curriculum research framework (CRF) for developing a reading-comprehension curricular supplement for the primary grades. Elementary School Journal. 2016 Mar;116(3):459-486. Epub 2016 Mar 11. doi: 10.1086/684827

Author

Language and Reading Research Consortium. / Use of the curriculum research framework (CRF) for developing a reading-comprehension curricular supplement for the primary grades. In: Elementary School Journal. 2016 ; Vol. 116, No. 3. pp. 459-486.

Bibtex

@article{a40b7c0979d442b586776cd9a06ed01a,
title = "Use of the curriculum research framework (CRF) for developing a reading-comprehension curricular supplement for the primary grades",
abstract = "This article describes nine phases of curriculum-development activities conducted by the Language and Reading Research Consortium (LARRC), the end result of which was to arrive at a research-based supplemental curriculum that could be used by teachers of English-speaking or bilingual Spanish-English-speaking children in prekindergarten and English-speaking children in kindergarten to third grade to bring about significant changes in students{\textquoteright} language skills as a route to improved reading comprehension. LARRC followed the Curriculum Research Framework (CRF) proposed by Douglas Clements as a means for developing curricula that can be called research-based; CRF phases include establishing the foundations of the curriculum (Phases 1–4), establishing the learning model (Phase 5), and evaluation of the curriculum and its components (Phases 6–10). This description of the iterative process followed by LARRC provides the educational field with a substantive example of how research-based curricula in reading comprehension and other areas can be developed using the CRF.",
author = "{Language and Reading Research Consortium} and Kate Cain",
year = "2016",
month = mar,
doi = "10.1086/684827",
language = "English",
volume = "116",
pages = "459--486",
journal = "Elementary School Journal",
issn = "1554-8279",
publisher = "University of Chicago",
number = "3",

}

RIS

TY - JOUR

T1 - Use of the curriculum research framework (CRF) for developing a reading-comprehension curricular supplement for the primary grades

AU - Language and Reading Research Consortium

AU - Cain, Kate

PY - 2016/3

Y1 - 2016/3

N2 - This article describes nine phases of curriculum-development activities conducted by the Language and Reading Research Consortium (LARRC), the end result of which was to arrive at a research-based supplemental curriculum that could be used by teachers of English-speaking or bilingual Spanish-English-speaking children in prekindergarten and English-speaking children in kindergarten to third grade to bring about significant changes in students’ language skills as a route to improved reading comprehension. LARRC followed the Curriculum Research Framework (CRF) proposed by Douglas Clements as a means for developing curricula that can be called research-based; CRF phases include establishing the foundations of the curriculum (Phases 1–4), establishing the learning model (Phase 5), and evaluation of the curriculum and its components (Phases 6–10). This description of the iterative process followed by LARRC provides the educational field with a substantive example of how research-based curricula in reading comprehension and other areas can be developed using the CRF.

AB - This article describes nine phases of curriculum-development activities conducted by the Language and Reading Research Consortium (LARRC), the end result of which was to arrive at a research-based supplemental curriculum that could be used by teachers of English-speaking or bilingual Spanish-English-speaking children in prekindergarten and English-speaking children in kindergarten to third grade to bring about significant changes in students’ language skills as a route to improved reading comprehension. LARRC followed the Curriculum Research Framework (CRF) proposed by Douglas Clements as a means for developing curricula that can be called research-based; CRF phases include establishing the foundations of the curriculum (Phases 1–4), establishing the learning model (Phase 5), and evaluation of the curriculum and its components (Phases 6–10). This description of the iterative process followed by LARRC provides the educational field with a substantive example of how research-based curricula in reading comprehension and other areas can be developed using the CRF.

U2 - 10.1086/684827

DO - 10.1086/684827

M3 - Journal article

VL - 116

SP - 459

EP - 486

JO - Elementary School Journal

JF - Elementary School Journal

SN - 1554-8279

IS - 3

ER -