This pre-registered systematic review and meta-analysis aimed to answer if K-2 students at risk (Population) for reading impairment benefited from a response to tier 2 reading intervention (Intervention) compared to teaching as usual, (Comparator), on word decoding outcomes (Outcome), based on randomized controlled trials (Study type). Eligibility…

We investigated the effect of writing interventions on written composition for students in primary grades (K-G3) with a focus on whether effects vary as a function of different dimensions of composition outcomes (i.e., quality, productivity, fluency, and other), instructional focus (e.g., transcription, self-regulation strategies such as…

We examined the relation of morphological awareness with language and literacy skills, namely phonological awareness, orthographic awareness, vocabulary, word reading, spelling, text reading fluency, and reading comprehension. We also examined potential moderators of the relations (grade level, orthographic depth of language, receptive vs.…

Empirical studies investigating supplemental reading interventions for students with or at risk for reading disabilities in the early elementary grades have demonstrated a range of effect sizes. Identifying the findings from high-quality research can provide greater certainty of findings related to the effectiveness of supplemental reading…

Background: As policymakers and advocates across the United States look to early childhood educators to improve children's cognitive development so they enter elementary school ready to learn, debates have emerged over what types of practices these educators should be engaged in to achieve this goal. Historically, the field of early childhood…

In this meta-analysis, we investigated the effects of methods for providing item-based feedback in a computer-based environment on students' learning outcomes. From 40 studies, 70 effect sizes were computed, which ranged from -0.78 to 2.29. A mixed model was used for the data analysis. The results show that elaborated feedback (EF; e.g., providing…

Some theories from cognitive psychology and mathematics education suggest that children's understanding of mathematical concepts develops together with their knowledge of mathematical procedures. However, previous research into children's understanding of the inverse relationship between addition and subtraction suggests that there are individual…

This article is a summary of a cross-Arts, action research project in primary teacher education. The Higher Education ARTS and Schools (HEARTS) project aimed at attitude and pedagogical change amongst teacher education students. The researchers chose to explore the effects and effectiveness of the Arts in making meaning and relevance for both…

The Cognitive Training for Children (CTC) (K. Klauer, 1989) is a program that teaches thinking strategies that increase inductive reasoning. This study reviews 17 studies of the effectiveness of the CTC through a qualitative meta-analysis. Results suggest that it is neither better nor worse than available rival cognitive training programs. (SLD)

The effects of full-day kindergarten on student achievement have been ambiguous. Some studies found beneficial effects of full-day kindergarten on student achievement as opposed to half-day kindergarten; others found no difference. This metaanalysis found that, overall, students who attended full-day kindergarten manifested significantly greater…

A meta-analysis was conducted of 14 studies examining whether whole-language instruction increases the reading skills of low-SES students in grades K-3. Evidence suggested that low-SES primary school children do not benefit from whole-language instruction, compared to basal instruction. Findings indicated that there may be some advantages to the…