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Download full textLipsey, Mark W.; Puzio, Kelly; Yun, Cathy; Hebert, Michael A.; Steinka-Fry, Kasia; Cole, Mikel W.; Roberts, Megan; Anthony, Karen S.; Busick, Matthew D. – National Center for Special Education Research, 2012
This paper is directed to researchers who conduct and report education intervention studies. Its purpose is to stimulate and guide them to go a step beyond reporting the statistics that emerge from their analysis of the differences between experimental groups on the respective outcome variables. With what is often very minimal additional effort,…
Descriptors: Intervention, Experimental Groups, Statistical Significance, Researchers
Direct linkTopping, K. J.; Samuels, J.; Paul, T. – British Educational Research Journal, 2008
To explore whether different balances of fiction/non-fiction reading and challenge might help explain differences in reading achievement between genders, data on 45,670 pupils who independently read over 3 million books were analysed. Moderate (rather than high or low) levels of challenge were positively associated with achievement gain, but…
Descriptors: Independent Reading, Reading Achievement, Achievement Gains, Gender Differences
Christenson, Sandra L., Ed.; Reschly, Amy L., Ed. – Routledge, Taylor & Francis Group, 2009
Family-school partnerships are increasingly touted as a means of improving both student and school improvement. This recognition has led to an increase in policies and initiatives that offer the following benefits: improved communication between parents and educators; home and school goals that are mutually supportive and shared; better…
Descriptors: Family School Relationship, Partnerships in Education, Evidence Based Practice, Educational Research
Peer reviewedCarlson, Jerry S.; Das, J. P. – Learning Disability Quarterly, 1997
Two studies evaluated the Process-Based Reading Enhancement Program (PREP) with 150 grade 4 economically disadvantaged children. Pre- and posttesting with the Word Attack and Word Identification subtests of the Woodcock Reading Mastery Tests-Revised found significant group-by-time interactions. Results support the efficacy of the PREP to improve…
Descriptors: Decoding (Reading), Economically Disadvantaged, Educationally Disadvantaged, Grade 4
Peer reviewedAbbott, Sylvia P.; Reed, Elizabeth; Abbott, Robert D.; Berninger, Virginia W. – Learning Disability Quarterly, 1997
Sixteen children with severe reading problems in first grade received a year-long individual tutorial intervention. Growth curve analyses found significant gains on measures of orthographic and phonological coding, word identification, word attack skills, reading comprehension, letter automaticity, and spelling and marginally significant gains in…
Descriptors: Beginning Reading, Decoding (Reading), Dyslexia, Grade 1
Portes P. R.; Dunham, R. M. – 1984
The relation between Bayley Scale and Stanford-Binet measures in preschool and scholastic achievement at pre-adolescence is examined in the context of an early age intervention. The program sought to normalize the socio-cognitive development of disadvantaged 2-year-olds directly and through a training program for mothers. The follow-up includes a…
Descriptors: Academic Achievement, Child Development, Correlation, Intelligence Quotient
Dawson, Sarah A. – 1991
This study examined the educational development of 22 children (ages 2 to 10), under the supervision of the Cochlear Implant Team of the Medical College of Virginia, who had received implants as a result of deafness (in most cases prelingual and congenital) from 6 months to 3 years prior to the study. Data included a review of the children's case…
Descriptors: Academic Achievement, Cochlear Implants, Communication Aids (for Disabled), Communication Skills
