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Direct linkLeigh Ann Tipton-Fisler; Erin Knight – Contemporary School Psychology, 2024
This review aimed to synthesize the group design literature to identify the evidence-based reading comprehension interventions for children with ASD. The primary aim was to identify which reading comprehension interventions had demonstrated positive effects for students with ASD in group design studies. This review was initiated using both…
Descriptors: Research Design, Reading Comprehension, Autism Spectrum Disorders, Intervention
Download full textChristopher Schatschneider; Dana Santangelo; Christine M. White; Cristian E. Vazquez; Emma D. Friedmann – Grantee Submission, 2023
What is the science of reading? The Reading League, in their document "Science of Reading: Defining Guide" (TRL, 2022), proposes that "The science of reading is a vast, interdisciplinary body of scientifically-based* research about reading and issues related to reading and writing." (p. 11.) The asterisk is carrying a lot of…
Descriptors: Educational Research, Reading Research, Research Design, Research Methodology
Herb Turner; Raifu Durodoye – Technology, Knowledge and Learning, 2024
Designing rigorous studies to identify technology-based interventions to improve K-12 student reading skills require intervention researchers to take a "road less traveled." This chapter presents that road using the Knowledge Acquisition and Transformation Expansions (KATE) intervention as a case study. An early version of KATE has shown…
Descriptors: Reading Instruction, Intervention, Technology Uses in Education, Elementary Secondary Education
McKenna, John William; Garwood, Justin; Solis, Michael – Journal of Behavioral Education, 2022
Observation research can shed light on the degree to which students have access to research-based instruction and intervention. In this systematic review of reading observation research for students with and at risk for emotional and behavioral disorders, we sought to identify trends in the settings and student populations investigated and…
Descriptors: At Risk Students, Emotional Disturbances, Behavior Disorders, Access to Education
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
Corrin, William; Zhu, Pei; Shih, Miki; Brown, Kevin Thaddeus, Jr.; Teres, Jed; Darrow, Catherine; Nichols, Austin; Lack, Kelly – National Center for Education Evaluation and Regional Assistance, 2022
These are the appendices for the report "The Effects of an Academic Language Program on Student Reading Outcomes." This study investigated WordGen Elementary, a program designed to improve fourth- and fifth-grade students' ability to understand and communicate academic language and their general reading skill. The program provider…
Descriptors: Academic Language, Reading Programs, Program Effectiveness, Reading Achievement
Chitiyo, Argnue; King, Seth A.; Krizon, Margaret D.; Ablakwa, Cephas N.; Markelz, Andrew M. – Behavioral Disorders, 2021
Students with emotional and behavioral disorders (EBD) exhibit problem behaviors that potentially result in lower performance in reading and related content areas. Researchers and policy makers have increasingly emphasized the need for evidence-based practices (EBPs) in reading. However, conclusions made regarding the effectiveness of the…
Descriptors: Intervention, Reading Skills, Reading Instruction, Instructional Effectiveness
