TIME For Kids (TFK) タイムフォーキッズクラスルーム版

10 Important Research Findings

A study conducted by Dr. Carl B. Smith, Director of the ERIC Clearinghouse on Reading, English and Communication and Gary M. Ingersoll, Professor of Education, Indiana University measured TFK's impact on reading skills.

The study, which followed a traditional experimental-control design, measured the effect of using TFK World Report on 607 students in grades 4-6 across five states during the first six months of the 1999-2000 school year.

The study found that teachers who used TFK vs. those who did not reported that their students were significantly more likely to experience a pattern of growth across ten important indicators.

Students in classrooms using TFK . . .

1. are more motivated to read nonfiction text (including magazines and newspapers) than at the beginning of the year
2. show increased comprehension of articles assigned for class reading
3. express themselves orally with a clearer vocabulary and put new words to use daily when discussing issues and concepts
4. demonstrate increased higher-level thinking skills (information analysis, point of view, etc.) to discuss and debate current event topics
5. are more motivated to read for information and research than at the beginning of the year
6. initiate more classroom discussion, especially about current events
7. use news and current events themes as the basis for research reports and other writing assignments more frequently
8. exhibit more ease contributing information and expressing opinions in class discussions
9. show an increased evidence of home involvement in reading and discussing current events
10. show keener interest in civic events and in issues drawn from the news analysis, point of view, etc.) to discuss and debate current event topics