Critique of Quasi-Experimental Design Study

Running head: CRITIQUE OF QUASI-EXPERIMENTAL DESIGN STUDY 1
Critique of Quasi-Experimental Design Study
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CRITIQUE OF QUASI-EXPERIMENTAL DESIGN STUDY 2
Critique of Quasi-Experimental Design Study
The article "Collaborative Strategic Reading for Students with Learning Disabilities in
Upper Elementary Classrooms" employed multisite cluster randomized control trials (RCT).
The use of the method enables the researcher to avoid the risk of teacher-level acting as a
confounding variable. Further, in the study, the teachers were randomly assigned CSR, while
others were allowed to use their typical teaching approaches. The main research question of
the study is the applicability of collaborative strategic reading (CSR) for students with
learning disabilities. In order to measure the applicability of CSR, the research question is
narrowed to three specific operational questions:
1. What is the efficacy of CSR on the reading comprehension of fourth- and fifth-grade
students in general education classrooms compared with students in a comparison
group?
2. What is the efficacy of CSR taught in general education classrooms for a subgroup of
students with learning disabilities?
3. How does fidelity to the CSR model distinguish instruction between CSR and
comparison classrooms? (Boardman et al., 2016).
The population of interest is students with learning disabilities. However, the population
of interest is students with learning disabilities in upper elementary classrooms (fourth and
fifth-grade students). Further, “the study took place in 14 elementary schools located in three
urban/near urban school districts, two in one state (Site 1) and one in another state (Site 2).”
(p. 413). The study is of great importance to the general population of students with learning
disabilities in public learning institutions. The generalization takes effect under the following
assumptions: (1) The teachers in the school's willingness to learn and use CSR, (2) Follow up