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Allyn Fives. (2016) Modeling the Interaction of Academic Self-Beliefs, Frequency of Reading at Home, Emotional Support, and Reading Achievement: An RCT Study of At-Risk Early Readers in First Grade and Second Grade. Reading Psychology 37:3, pages 339-370.
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Allyn Fives, Daniel W. Russell, John Canavan, Rena Lyons, Patricia Eaton, Carmel Devaney, Norean Kearns & Aoife O'Brien. (2015) The ethics of randomized controlled trials in social settings: can social trials be scientifically promising and must there be equipoise?. International Journal of Research & Method in Education 38:1, pages 56-71.
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MatthewK. Burns, BarbaraJ. Senesac & Benjamin Silberglitt. (2008) Longitudinal Effect of a Volunteer Tutoring Program on Reading Skills of Students Identified as At-Risk for Reading Failure: A Two-Year Follow-Up Study. Literacy Research and Instruction 47:1, pages 27-37.
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Patrick P. McCabe & Paul M. Miller. (2003) Attitude Changes Reported by College Students Who Tutored Children in Reading. Journal of College Reading and Learning 34:1, pages 44-60.
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Carole J. Torgerson, Sarah E. King & Amanda J. Sowden. (2002) Do Volunteers in Schools Help Children Learn to Read? A Systematic Review of Randomised Controlled Trials. Educational Studies 28:4, pages 433-444.
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Articles from other publishers (12)
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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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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Thijs M. J. Nielen, Glenn G. Smith, Maria T. Sikkema-de Jong, Jack Drobisz, Bill van Horne & Adriana G. Bus. (2017) Digital Guidance for Susceptible Readers: Effects on Fifth Graders’ Reading Motivation and Incidental Vocabulary Learning. Journal of Educational Computing Research 56:1, pages 48-73.
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Jeanne Wanzek, Sharon Vaughn, Nancy Scammacca, Brandy Gatlin, Melodee A. Walker & Philip Capin. (2015) Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3. Educational Psychology Review 28:3, pages 551-576.
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Thijs M.J. Nielen, Suzanne E. Mol, Maria T. Sikkema-de Jong & Adriana G. Bus. (2016) Attentional bias toward reading in reluctant readers. Contemporary Educational Psychology 46, pages 263-271.
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Allyn Fives. 2016. Philosophy and Political Engagement. Philosophy and Political Engagement
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Yulia Shenderovich, Allen Thurston & Sarah Miller. (2016) Cross-age tutoring in kindergarten and elementary school settings: A systematic review and meta-analysis. International Journal of Educational Research 76, pages 190-210.
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Allyn Fives, Noreen Kearns, Carmel Devaney, John Canavan, Dan Russell, Rena Lyons, Patricia Eaton & Aoife O'Brien. (2013) A one-to-one programme for at-risk readers delivered by older adult volunteers. Review of Education 1:3, pages 254-280.
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Huiquan Zhou & Xinyuan Shang. (2011) Short-term volunteer teachers in rural China: challenges and needs. Frontiers of Education in China 6:4, pages 571-601.
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Robert E. Slavin, Cynthia Lake, Susan Davis & Nancy A. Madden. (2011) Effective programs for struggling readers: A best-evidence synthesis. Educational Research Review 6:1, pages 1-26.
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Gary W. Ritter, Joshua H. Barnett, George S. Denny & Ginger R. Albin. (2009) The Effectiveness of Volunteer Tutoring Programs for Elementary and Middle School Students: A Meta-Analysis. Review of Educational Research 79:1, pages 3-38.
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Gary Ritter, George Denny, Ginger Albin, Joshua Barnett & Virginia Blankenship. (2006) The Effectiveness of Volunteer Tutoring Programs: A Systematic Review. Campbell Systematic Reviews 2:1, pages 1-63.
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