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Journal of Research on Educational Effectiveness Volume 8, 2015 - Issue 2
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INTERVENTION, EVALUATION, AND POLICY STUDIES

Using Regression Discontinuity to Test the Impact of a Tier 2 Reading Intervention in First Grade

Scott K. BakerUniversity of Oregon, Eugene, Oregon, USA;Southern Methodist University, Dallas, Texas, USACorrespondence[email protected]
,
Keith SmolkowskiOregon Research Institute, Eugene, Oregon, USA
,
Erin A. ChaparroUniversity of Oregon, Eugene, Oregon, USA
,
Jean L. M. SmithUniversity of Oregon, Eugene, Oregon, USA
&
Hank FienUniversity of Oregon, Eugene, Oregon, USA
Pages 218-244 | Published online: 18 Mar 2015

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Read on this site (2)

Wouter Smets, Debbie De Neve & Katrien Struyven. (2022) Responding to students’ learning needs: how secondary education teachers learn to implement differentiated instruction. Educational Action Research 30:2, pages 243-260.
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Scott K. Baker, Nancy J. Nelson, Mike Stoolmiller, Patrick Kennedy Paine, Jessica Turtura, Deanne Crone & Hank Fien. (2018) Intervening with Struggling Readers in Seventh Grade: Impact Evidence from Six School Districts. Journal of Research on Educational Effectiveness 11:4, pages 479-506.
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Articles from other publishers (9)

Jens Dietrichson, Trine Filges, Julie K. Seerup, Rasmus H. Klokker, Bjørn C. A. Viinholt, Martin Bøg & Misja Eiberg. (2021) Targeted school‐based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K‐6: A systematic review. Campbell Systematic Reviews 17:2.
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Hank Fien, David J. Chard & Scott K. Baker. (2021) Can the Evidence Revolution and Multi‐Tiered Systems of Support Improve Education Equity and Reading Achievement?. Reading Research Quarterly 56:S1.
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Juan E. Jiménez, Sara C. de León & Nuria Gutiérrez. (2021) Piloting the Response to Intervention Model in the Canary Islands: Prevention of Reading and Math Learning Disabilities. The Spanish Journal of Psychology 24.
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Deanne A. Crone, Michael Stoolmiller, Scott K. Baker, Hank Fien, Jessica Turtura, Mari Strand Cary, Patrick C. Kennedy, Nancy Nelson & Edward J. Kame’enui. (2018) Addressing the Practice-to-Research Gap: A Rigorous Evaluation of Local Education Agency–Based Interventions for Struggling Readers in Sixth Grade. Assessment for Effective Intervention 44:3, pages 147-159.
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Lauren Stentiford, George Koutsouris & Brahm Norwich. (2018) A systematic literature review of the organisational arrangements of primary school-based reading interventions for struggling readers. Journal of Research in Reading 41, pages S197-S225.
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Asha K. Jitendra, Michael R. Harwell, Soo-hyun Im, Stacy R. Karl & Susan C. Slater. (2018) Using Regression Discontinuity to Estimate the Effects of a Tier-1 Research-Based Mathematics Program in Seventh Grade. Exceptional Children 85:1, pages 46-65.
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Michael D. Coyne, Ashley Oldham, Shaun M. Dougherty, Kaitlin Leonard, Taylor Koriakin, Nicholas A. Gage, Darci Burns & Margie Gillis. (2018) Evaluating the Effects of Supplemental Reading Intervention Within an MTSS or RTI Reading Reform Initiative Using a Regression Discontinuity Design. Exceptional Children 84:4, pages 350-367.
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Barbara Foorman, Jennifer Dombek & Kevin Smith. (2016) Seven Elements Important to Successful Implementation of Early Literacy Intervention. New Directions for Child and Adolescent Development 2016:154, pages 49-65.
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Jean Louise M. Smith, Nancy J. Nelson, Keith Smolkowski, Scott K. Baker, Hank Fien & Derek Kosty. (2016) Examining the Efficacy of a Multitiered Intervention for At-Risk Readers in Grade 1. The Elementary School Journal 116:4, pages 549-573.
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