Citations (11)
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Rebecca D. Silverman, Kristin Keane, Hsiaolin Hsieh, Emily Southerton, Renee C. Scott & Emma Brunskill. (2023) Texting and tutoring: Short-term K-3 reading interventions during the pandemic. The Journal of Educational Research 116:5, pages 254-267.
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Sharon Goldfeld, Ruth Beatson, Amy Watts, Pamela Snow, Lisa Gold, Ha ND Le, Stuart Edwards, Judy Connell, Hannah Stark, Beth Shingles, Tony Barnett, Jon Quach & Patricia Eadie. (2022) Tier 2 oral language and early reading interventions for preschool to grade 2 children: a restricted systematic review. Australian Journal of Learning Difficulties 27:1, pages 65-113.
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Camilla Nilvius, Rickard Carlsson, Linda Fälth & Thomas Nordström. (2021) Tier 2 interventions within the RtI-model for developing students’ word decoding – a systematic review and meta-analysis. Cogent Education 8:1.
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Ethan R. Van Norman, Peter M. Nelson & David A. Klingbeil. (2020) Typical Rates of Regression After Exiting Supplemental Interventions in Reading. School Psychology Review 49:4, pages 510-515.
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Russell Gersten, Kelly Haymond, Rebecca Newman-Gonchar, Joseph Dimino & Madhavi Jayanthi. (2020) Meta-Analysis of the Impact of Reading Interventions for Students in the Primary Grades. Journal of Research on Educational Effectiveness 13:2, pages 401-427.
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Mark T. Greenberg & Rachel Abenavoli. (2017) Universal Interventions: Fully Exploring Their Impacts and Potential to Produce Population-Level Impacts. Journal of Research on Educational Effectiveness 10:1, pages 40-67.
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Kristin Sharp, Kari Sanders, Amity Noltemeyer, Jessica Hoffman & William J. Boone. (2016) The Relationship Between RTI Implementation and Reading Achievement: A School-Level Analysis. Preventing School Failure: Alternative Education for Children and Youth 60:2, pages 152-160.
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Articles from other publishers (4)
Andre Nickow, Philip Oreopoulos & Vincent Quan. (2023) The Promise of Tutoring for PreK–12 Learning: A Systematic Review and Meta-Analysis of the Experimental Evidence. American Educational Research Journal.
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Alia Pugh, Devin M. Kearns & Elfrieda H. Hiebert. (2023) Text Types and Their Relation to Efficacy in Beginning Reading Interventions. Reading Research Quarterly.
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Camilla Nilvius & Idor Svensson. (2021) Efficacy evaluation of a full-scale response to intervention program for enhancing student reading abilities in a Swedish school context. Reading and Writing 35:5, pages 1239-1264.
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Douglas Fuchs, Devin M. Kearns, Lynn S. Fuchs, Amy M. Elleman, Jennifer K. Gilbert, Samuel Patton, Peng Peng & Donald L. Compton. (2018) Using Moderator Analysis to Identify the First-Grade Children Who Benefit More and Less From a Reading Comprehension Program: A Step Toward Aptitude-by-Treatment Interaction. Exceptional Children 85:2, pages 229-247.
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