NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 4 results Save | Export
Effects of a Year Long Supplemental Reading Intervention for Students with Reading Difficulties in Fourth Grade
Peer reviewed Peer reviewed
Direct linkDirect link
Wanzek, Jeanne; Petscher, Yaacov; Otaiba, Stephanie Al; Rivas, Brenna K.; Jones, Francesca G.; Kent, Shawn C.; Schatschneider, Christopher; Mehta, Paras – Journal of Educational Psychology, 2017
Research examining effective reading interventions for students with reading difficulties in the upper elementary grades is limited relative to the information available for the early elementary grades. In the current study, we examined the effects of a multicomponent reading intervention for students with reading comprehension difficulties. We…
Descriptors: Elementary School Students, Grade 4, Supplementary Education, Remedial Reading
Effects of a Year Long Supplemental Reading Intervention for Students with Reading Difficulties in Fourth Grade
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Direct linkDirect link
Wanzek, Jeanne; Petscher, Yaacov; Al Otaiba, Stephanie; Rivas, Brenna; Jones, Francesca; Kent, Shawn; Schatschneider, Christopher; Mehta, Paras – Grantee Submission, 2017
Research examining effective reading interventions for students with reading difficulties in the upper elementary grades is limited relative to the information available for the early elementary grades. In the current study, we examined the effects of a multicomponent reading intervention for students with reading comprehension difficulties. We…
Descriptors: Reading Tests, Achievement Tests, Elementary School Students, Reading Fluency
A Simulation Study on the Performance of the Simple Difference and Covariance-Adjusted Scores in Randomized Experimental Designs
Peer reviewed Peer reviewed
Direct linkDirect link
Petscher, Yaacov; Schatschneider, Christopher – Journal of Educational Measurement, 2011
Research by Huck and McLean (1975) demonstrated that the covariance-adjusted score is more powerful than the simple difference score, yet recent reviews indicate researchers are equally likely to use either score type in two-wave randomized experimental designs. A Monte Carlo simulation was conducted to examine the conditions under which the…
Descriptors: Scores, Sample Size, Pretests Posttests, Correlation
Effects of First-Grade Number Knowledge Tutoring with Contrasting Forms of Practice
Peer reviewed Peer reviewed
Direct linkDirect link
Fuchs, Lynn S.; Geary, David C.; Compton, Donald L.; Fuchs, Douglas; Schatschneider, Christopher; Hamlett, Carol L.; DeSelms, Jacqueline; Seethaler, Pamela M.; Wilson, Julie; Craddock, Caitlin F.; Bryant, Joan D.; Luther, Kurstin; Changas, Paul – Journal of Educational Psychology, 2013
The purpose of this study was to investigate the effects of 1st-grade number knowledge tutoring with contrasting forms of practice. Tutoring occurred 3 times per week for 16 weeks. In each 30-min session, the major emphasis (25 min) was number knowledge; the other 5 min provided practice in 1 of 2 forms. Nonspeeded practice reinforced relations…
Descriptors: At Risk Students, Tutoring, Arithmetic, Mathematics Instruction