Project CRISS is research-validated. In 2010, the What Works Clearinghouse released a report on the effectiveness of CRISS. To access this report, go to and enter “Project CRISS Intervention Report” in the search box (top right), OR go directly to:

Project CRISS was validated in past research studies including these:

Project CRISS has been referenced in numerous publications.

Each element of the CRISS Framework for Learning is firmly grounded in research. Here is a sampling of sources*:


  • Goldman, S. & Rakestraw, J. (2000). Structural aspects of constructing meaning from text.
  • Jensen, E. (2005). Teaching with the brain in mind.
  • Kintsch, W. (2009). Learning and constructivism.
  • Wiggins, G. & McTighe, J. (2005). Understanding by Design.


  • Duke, N. & Peason, P. (2002). Effective practices for developing reading comprehension.
  • Gambrell, L. (1996). What research reveals about discussion.
  • Graham, S. & Hebert, M. (2010). Writing to read: Evidence for how writing can improve reading.
  • Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement.


  • Baker, L. (2008). Metacognition in comprehension instruction.
  • Michenbaum, & Biemiller, (1998). Nurturing independent learners: Helping students take charge of their learning.
  • Paris, S., Wasik, B., & Turner, J. (1991). The development of strategic readers.
  • Pressley, M. (2002). Comprehension strategy instruction: A turn-of-the-century status report.

*Need more information? Contact the CRISS National Office.