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Direct linkSteven Glazerman; Larissa Campuzano; Nancy Murray – Evaluation Review, 2025
Randomized experiments involving education interventions are typically implemented as cluster randomized trials, with schools serving as clusters. To design such a study, it is critical to understand the degree to which learning outcomes vary between versus within clusters (schools), specifically the intraclass correlation coefficient. It is also…
Descriptors: Educational Experiments, Foreign Countries, Educational Assessment, Research Design
Petersen-Brown, Shawna; Johnson, Megan E.; Bowen, JulieAnna; Lundberg, Ashlee R.; Nelson, Jennifer D.; Williamson, Ashley A.; Wiswell, Jessica M. – Preventing School Failure, 2021
Repeated reading (RR) is an established and extensively researched intervention which has been shown to improve reading fluency and comprehension. However, past reviews have found the rigor of the RR research insufficient for it to be considered evidence-based. Previous review of the RR research were updated and expanded. Forty-four group designs…
Descriptors: Reading Instruction, Instructional Effectiveness, Repetition, Evidence Based Practice
Gersten, Russell; Haymond, Kelly; Newman-Gonchar, Rebecca; Dimino, Joseph; Jayanthi, Madhavi – Journal of Research on Educational Effectiveness, 2020
This meta-analysis systematically reviewed the most up-to-date literature to determine the effectiveness of reading interventions on measures of word and pseudoword reading, reading comprehension, and passage fluency, and to determine the role intervention and study variables play in moderating the impacts for students at risk for reading…
Descriptors: Intervention, Reading Instruction, Elementary School Students, Reading Comprehension
Teale, William H.; Whittingham, Colleen E.; Hoffman, Emily Brown – Journal of Early Childhood Literacy, 2020
This review examines patterns found in early (preschool-grade 3) literacy research appearing in English-language publications during the period from 2006 through 2015. It focuses on studies related to early literacy learning and teaching in home and school/school-like environments. The review sought to answer two questions: (1) What has early…
Descriptors: Early Reading, Emergent Literacy, Educational Research, Phonics
Rakhlin, Natalia; Mourgues, Catalina; Logvinenko, Tatiana; Kornev, Alexander N.; Grigorenko, Elena L. – Scientific Studies of Reading, 2023
Purpose: To assess strengths and weaknesses of the reading level (RL) match approach and its potential to generate insights regarding the cognitive foundations of reading ability and disability. Method: We applied RL-match design to a sample of 2nd-6th graders reading a consistent orthography, Russian, using an "extreme phenotype"…
Descriptors: Reading Difficulties, Reading Research, Reading Fluency, Reading Processes
Crone, Deanne A.; Stoolmiller, Michael; Baker, Scott K.; Fien, Hank; Turtura, Jessica; Strand Cary, Mari; Kennedy, Patrick C.; Nelson, Nancy; Kame'enui, Edward J. – Assessment for Effective Intervention, 2019
We present the results of a study of local education agency (LEA)-based interventions to improve the reading outcomes of struggling readers in sixth grade. The sample included 1,076 intervention students and 3,644 comparison students. Regression discontinuity was used to evaluate intervention impact. The study contributes to the field by…
Descriptors: Theory Practice Relationship, Research and Development, Grade 6, Middle School Students
Download full textAustin, Christy R.; Vaughn, Sharon; McClelland, Amanda M. – Learning Disability Quarterly, 2017
A subset of students fail to respond adequately to reading interventions. This synthesis systematically reviews studies in which students in grades K-3 responded inadequately to a Tier 2 reading intervention and were provided with a Tier 3 intervention. Descriptions of the Tier 3 reading interventions and effects are provided. To meet inclusion…
Descriptors: Reading Improvement, Intervention, Synthesis, Early Childhood Education
