Inequality in reading outcomes is perhaps the single greatest social justice issue faced by school psychologists, and school psychologists need a better understanding of reading theory and its application to intervention to better combat the important issue. The present study examined the active view of reading (AVR; Duke & Cartwright, 2021),…

The amount of information that students can successfully learn and recall at least 1 day later is called an acquisition rate (AR) and is unique to the individual student. The current study extended previous drill rehearsal research with word recognition by (a) using students identified with a learning disability in reading, (b) assessing set sizes…

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…

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…

Evidence suggests that executive function (EF) may be a potent and malleable predictor of academic achievement in children. Schools may be able to use this predictive power if researchers develop EF measures that not only have ecological and construct validity, but also are also efficient and affordable. To this end, Garcia-Barrera and colleagues…

Meta-analytic research is an effective method for synthesizing existing research and for informing practice and policy. Hattie (2009) suggested that meta-analytic procedures could be employed to existing meta-analyses to create a mega-analysis. The current mega-analysis examined a sample of 47 meta-analyses according to the "School…

Mathematics fluency is a critical component of mathematics learning yet few attempts have been made to synthesize this research base. Seventeen single-case design studies with 55 participants were reviewed using meta-analytic procedures. A component analysis of practice elements was conducted and treatment intensity and feasibility were examined.…

Measuring student response to interventions has become an important role for school psychologists. Children with Attention-Deficit/Hyperactivity Disorder (ADHD) are frequently treated with stimulant medication, but the response to the treatment is rarely adequately assessed. The current study examined the sensitivity of measures used to assess the…

The current study meta-analyzed single-case design (SCD) and group research regarding incremental rehearsal (IR). We used phi to meta-analyze data from 19 IR studies. Data from the SCD studies resulted in a nonoverlap of all pairs (NAP) score of 98.9% (95% CI = 97.6-100%), which resulted in a weighted phi of 0.77 (95% CI = 0.69-0.83). The group…

The federal mandate for use of evidence-based practice in schools focuses attention on the frequently discussed research-to-practice gap in education. The current study examined the frequency with which evidence-based practices are engaged in the education of pupils with disabilities. In sum, 174 special education teachers and 333 school…

The current study applied meta-analytic procedures to brief experimental analysis research of reading fluency interventions to better inform practice and suggest areas for future research. Thirteen studies were examined to determine what magnitude of effect was needed to identify an intervention as the most effective within a brief experimental…

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…

A commonly attempted approach to modifying attitudes regarding people with disabilities is to place people without disabilities in situations that are designed for them to experience what it is like to have a disability. This approach, called disability simulation, continues despite criticisms including a reported lack of effectiveness data and…

Although prereferral intervention teams (PIT) are common in public schools, there is little and conflicting research to support them. The current article conducted an empirical meta-analysis of research on PITs by reviewing 72 articles. Results revealed a mean effect size of 1.15 for student outcomes and 0.90 for systemic outcomes. Implications…

A responsiveness-to-intervention (RTI) approach to diagnosing LD is a leading alternative to current practice. This study conducted a meta-analytic review of research on four existing large-scale RTI models and other models implemented for research. Twenty-four effect sizes and unbiased estimates of effect (UEE) were computed. Results found a…