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Direct linkCoyne, Michael D.; Cook, Bryan G.; Therrien, William J. – Remedial and Special Education, 2016
Special education researchers conduct studies that can be considered replications. However, they do not often refer to them as replication studies. The purpose of this article is to consider the potential benefits of conceptualizing special education intervention research within a framework of systematic, conceptual replication. Specifically, we…
Descriptors: Special Education, Replication (Evaluation), Research Needs, Research Methodology
Tuckwiller, Elizabeth D.; Pullen, Paige C.; Coyne, Michael D. – Learning Disabilities Research & Practice, 2010
The purpose of this article was twofold: (1) to explore the feasibility of the regression discontinuity design (RDD) in response-to-intervention implementation research and (2) to expand upon the limited research on vocabulary instruction for kindergarten students who are at risk for reading failure due to limited vocabularies. This pilot study…
Descriptors: Reading Difficulties, Research Design, Intervention, Learning Disabilities
Simmons, Deborah C.; Kame'enui, Edward J.; Harn, Beth; Coyne, Michael D.; Stoolmiller, Mike; Santoro, Lana Edwards; Smith, Sylvia B.; Beck, Carrie Thomas; Kaufman, Noah K. – Journal of Learning Disabilities, 2007
A randomized experimental design with three levels of intervention was used to compare the effects of beginning reading interventions on early phonemic, decoding, and spelling outcomes of 96 kindergartners identified as at risk for reading difficulty. The three instructional interventions varied systematically along two dimensions--time and design…
Descriptors: Beginning Reading, Research Design, Phonemics, Kindergarten
