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Direct linkBurns, Matthew K.; Petersen-Brown, Shawna; Haegele, Katherine; Rodriguez, Megan; Schmitt, Braden; Cooper, Maureen; Clayton, Kate; Hutcheson, Shannon; Conner, Cynthia; Hosp, John; VanDerHeyden, Amanda M. – School Psychology Quarterly, 2016
Several scholars have recommended using data from neuropsychological tests to develop interventions for reading and mathematics. The current study examined the effects of using neuropsychological data within the intervention process with meta-analytic procedures. A total of 1,126 articles were found from an electronic search and compared to…
Descriptors: Meta Analysis, Intervention, Neuropsychology, Information Utilization
Karich, Abbey C.; Burns, Matthew K.; Maki, Kathrin E. – Review of Educational Research, 2014
Giving a student control over their learning has theoretical and intuitive appeal, but its effects are neither powerful nor consistent in the empirical literature base. This meta-analysis updated previous meta-analytic research by Niemiec, Sikorski, and Walberg by studying the overall effectiveness of providing learner control within educational…
Descriptors: Meta Analysis, Educational Technology, Teaching Methods, Student Participation
Scholin, Sarah E.; Burns, Matthew K. – Psychology in the Schools, 2012
Curriculum-based measurement is commonly used within a response-to-intervention framework to assess the effectiveness of intervention and to triage students into intervention tiers (e.g., the lowest 10% receive a Tier 3 intervention, and those in the 11th to 25th percentiles receive a Tier 2 intervention). We conducted a meta-analysis of 18…
Descriptors: Response to Intervention, Reading Fluency, Data Analysis, Curriculum Based Assessment
