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Capin, Philip; Walker, Melodee A.; Vaughn, Sharon; Wanzek, Jeanne – Educational Psychology Review, 2018
Treatment fidelity data (descriptive and statistical) are critical to interpreting and generalizing outcomes of intervention research. Despite recommendations for treatment fidelity reporting from funding agencies and researchers, past syntheses have found treatment fidelity is frequently unreported (e.g., Swanson, "The Journal of Special…
Descriptors: Intervention, Fidelity, Reading Research, At Risk Students
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Wanzek, Jeanne; Vaughn, Sharon; Scammacca, Nancy; Gatlin, Brandy; Walker, Melodee A.; Capin, Philip – Educational Psychology Review, 2016
This meta-analysis extends previous work on extensive Tier 3 type reading interventions (Wanzek and Vaughn "School Psychology Review," "36", 541-561, 2007; Wanzek et al. "Review of Educational Research," "83", 163-195, 2013) to Tier 2 type interventions by examining a non-overlapping set of studies…
Descriptors: Meta Analysis, Reading Instruction, Response to Intervention, Reading Difficulties
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Ma, Xin; Shen, Jianping; Krenn, Huilan Y.; Hu, Shanshan; Yuan, Jing – Educational Psychology Review, 2016
This meta-analysis examined the relationship between learning outcomes of children and educational involvement of parents during a unique period of early childhood education and early elementary education based on 100 independent effect sizes from 46 studies. Learning outcomes are academic achievement, and frameworks of parental involvement…
Descriptors: Meta Analysis, Outcomes of Education, Parent Participation, Early Childhood Education