Project CRISS is research-validated. In 2010, the
What Works Clearinghouse released a report on the effectiveness of CRISS. To access this report,
http://ies.ed.gov/ncee/wwc/ 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
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.
ENGAGE & TRANSFORM
Duke, N. & Peason, P. (2002). Effective practices for developing
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
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
Pressley, M. (2002). Comprehension strategy instruction: A
turn-of-the-century status report.
*Need more information? Contact the CRISS National Office.