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Bowman-Perrott, Lisa; Burke, Mack D.; Zhang, Nan; Zaini, Samar – School Psychology Review, 2014
This meta-analysis examined the direct (primary) and collateral (secondary) effects of peer tutoring on social and behavioral outcomes for 128 participants in prekindergarten through grade 12 across 20 studies using SCR designs. The overall TauU weighted effect size across studies was 0.62 (95% CI [0.58, 0.66]), indicating that a small to moderate…
Descriptors: Peer Teaching, Tutoring, Research Design, Effect Size
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Fabiano, Gregory A. – School Psychology Review, 2014
Attention-deficit/hyperactivity disorder is now widely conceptualized as a life course-persistent disorder, present from early childhood, and it results in pronounced impairment in functioning within educational settings, including high school. Current intervention approaches are briefly reviewed, and an approach to framing interventions within a…
Descriptors: Intervention, High School Students, Attention Deficit Hyperactivity Disorder, Futures (of Society)
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Hosp, John L.; Suchey, Nicole – School Psychology Review, 2014
Over the past few decades, reading assessment has been pushed to the forefront of the national discussion about education. The most recent reauthorizations of the Elementary and Secondary Education Act (1994, 2001) made assessment a priority as administrators and teachers are attempting to meet increasing accountability standards, but measuring…
Descriptors: Reading Fluency, Reading Comprehension, Reading Tests, Reading Ability
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O'Connor, Erin E.; Cappella, Elise; McCormick, Meghan P.; McClowry, Sandee G. – School Psychology Review, 2014
This study investigated the efficacy of the INSIGHTS into Children's Temperament intervention in supporting the academic development of shy kindergarten and first-grade children. INSIGHTS is a temperament-based intervention with teacher, parent, and classroom programs. The participants included 345 children from 22 low-income, urban elementary…
Descriptors: Shyness, Academic Achievement, Intervention, Personality
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Rayner, Keith; Ardoin, Scott P.; Binder, Katherine S. – School Psychology Review, 2013
Issues related to research on children's eye movements during reading are discussed. Specifically, the following topics are addressed: (1) basic methodological issues, (2) prior research findings on children's reading, (3) research that is missing in the literature regarding children's eye movements during reading, (4) applied…
Descriptors: Eye Movements, Children, Reading Skills, Research Methodology
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Bergeron, Renee; Floyd, Randy G. – School Psychology Review, 2013
This study examined the group- and individual-level part score profiles of children with intellectual disability (ID) who participated in clinical validity studies supporting three individually administered intelligence tests. Across tests, children with ID produced group-level profiles comprising mean part scores that fell in the Low to Very Low…
Descriptors: Intelligence Tests, Mental Retardation, Profiles, Validity
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Bowman-Perrott, Lisa; Davis, Heather; Vannest, Kimberly; Williams, Lauren; Greenwood, Charles; Parker, Richard – School Psychology Review, 2013
Peer tutoring is an instructional strategy that involves students helping each other learn content through repetition of key concepts. This meta-analysis examined effects of peer tutoring across 26 single-case research experiments for 938 students in Grades 1-12. The TauU effect size for 195 phase contrasts was 0.75 with a confidence interval of…
Descriptors: Tutoring, Educational Strategies, Behavior Disorders, Peer Teaching
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Allen, Joseph; Gregory, Anne; Mikami, Amori; Lun, Janetta; Hamre, Bridget; Pianta, Robert – School Psychology Review, 2013
Multilevel modeling techniques were used with a sample of 643 students enrolled in 37 secondary school classrooms to predict future student achievement (controlling for baseline achievement) from observed teacher interactions with students in the classroom, coded using the Classroom Assessment Scoring System--Secondary. After accounting for prior…
Descriptors: Teacher Student Relationship, Secondary School Teachers, Secondary School Students, Academic Achievement
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Sullivan, Amanda L.; Klingbeil, David A.; Van Norman, Ethan R. – School Psychology Review, 2013
Minority disproportionality in school discipline outcomes continues to trouble practitioners and scholars. The purpose of this study was to examine the influence of sociodemographic characteristics and indicators of school policy enactment (e.g., retention rates, special education identification) on students' risk of suspension. The sample…
Descriptors: Academic Achievement, Suspension, Teacher Characteristics, School Policy
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Gutiierrez, Gabriel; Vanderwood, Mike L. – School Psychology Review, 2013
The literacy growth of 260 second-grade English learners (ELs) with varying degrees of English language proficiency (e.g., Beginning, Early Intermediate, Intermediate, Early Advanced and Advanced English language proficiency) was assessed with English literacy skill assessments. Dynamic Indicators of Basic Early Literacy Skills measures were…
Descriptors: English Language Learners, Grade 2, Elementary School Students, Spanish Speaking
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DuPaul, George J.; Kern, Lee; Volpe, Robert; Caskie, Grace I. L.; Sokol, Natalie; Arbolino, Lauren; Van Brakle, John; Pipan, Mary – School Psychology Review, 2013
Preschool-aged children with or at risk for attention deficit hyperactivity disorder (ADHD) experience significant challenges with behavioral, social, and preacademic skills. Kern et al. (2007) examined 12-month intervention outcomes for 135 children, aged 3-5, with or at risk for ADHD. Two interventions, parent education alone and parent…
Descriptors: Outcome Measures, Intervention, Attention Deficit Hyperactivity Disorder, Child Behavior
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Miller, Brett; O'Donnell, Carol – School Psychology Review, 2013
The cumulative body of eye movement research provides significant insight into how readers process text. The heart of this work spans roughly 40 years reflecting the maturity of both the topics under study and experimental approaches used to investigate reading. Recent technological advancements offer increased flexibility to the field, providing…
Descriptors: Reading, Eye Movements, Individual Differences, Literacy
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Joseph, Holly S. S. L.; Nation, Kate; Liversedge, Simon P. – School Psychology Review, 2013
Although eye movements have been used widely to investigate how skilled adult readers process written language, relatively little research has used this methodology with children. This is unfortunate as, as we discuss here, eye-movement studies have significant potential to inform our understanding of children's reading development. We consider…
Descriptors: Eye Movements, Word Frequency, Sentences, Young Children
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Ashby, Jane; Dix, Heather; Bontrager, Morgan; Dey, Rajarshi; Archer, Ana – School Psychology Review, 2013
Although phonemic awareness is a known predictor of early decoding and word recognition, less is known about relationships between phonemic awareness and text reading fluency. This longitudinal study is the first to investigate this relationship by measuring eye movements during picture matching tasks and during silent sentence reading. Time spent…
Descriptors: Phonemic Awareness, Eye Movements, Reading Fluency, Longitudinal Studies
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Vorstius, Christian; Radach, Ralph; Mayer, Michael B.; Lonigan, Christopher J. – School Psychology Review, 2013
Comprehension monitoring is considered a key issue in current debates on ways to improve children's reading comprehension. However, processes and mechanisms underlying this skill are currently not well understood. This article describes one of the first attempts to study comprehension monitoring using eye-tracking methodology. Students in fifth…
Descriptors: Reading Comprehension, Sentences, Eye Movements, Elementary School Students
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