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Testing the efficacy of a kindergarten mathematics intervention by small group size .
(2017) .
Clarke, B., Doabler, C. T., Kosty, D., Kurtz Nelson, E., Smolkowski, K., Fien, H., & Turtura, J. .
AERA Open, 3(2), 2332858417706899 .
https://doi.org/10.1177/2332858417706899
Examining the efficacy of a tier 2 kindergarten mathematics intervention .
(2016) .
Clarke, B., Doabler, C. T., Smolkowski, K., Baker, S. K., Fien, H., & Strand Cary, M. .
Journal of Learning Disabilities, 49(2), 152–165 .
https://doi.org/10.1177/0022219414538514
Testing the efficacy of a tier 2 mathematics intervention: A conceptual replication study .
(2016) .
Doabler, C. T., Clarke, B., Kosty, D. B., Kurtz-Nelson, E., Fien, H., Smolkowski, K., & Baker, S. K. .
Exceptional Children, 83(1), 92–110 .
https://doi.org/10.1177/0014402916660084
Preliminary evaluation of a tier 2 mathematics intervention for first-grade students: Using a theory of change to guide formative evaluation activities .
(2014) .
Clarke, B., Doabler, C. T., Strand Cary, M., Kosty, D., Baker, S., Fien, H., & Smolkowski, K. .
School Psychology Review, 43(2) .
https://files.eric.ed.gov/fulltext/EJ1142175.pdf
Efficacy of the Leveled Literacyeracy Intervention System for K–2 urban students: An empirical evaluation of LLI in Denver Public Schools .
(2013) .
Ransford-Kaldon, C. R., Ross, C. L., Lee, C. C., Sutton Flynt, E., Franceschini, L. A., & Zoblotsky, T. A. .
Memphis, TN: Center for Research in Educational Policy. .
https://ies.ed.gov/ncee/wwc/Study/85470
A one-to-one programme for at-risk readers delivered by older adult volunteers .
(2013) .
Fives, A., Kearns, N., Devaney, C., Canavan, J., Russell, D., Lyons, R., Eaton, P., & O’Brien, A. .
Review of Education, 1(3), 254–280 .
https://doi.org/10.1002/rev3.3016
Every Child Counts: Testing policy effectiveness using a randomised controlled trial, designed, conducted and reported to CONSORT standards .
(2013) .
Torgerson, C. J., Wiggins, A., Torgerson, D., Ainsworth, H., & Hewitt, C. .
doi:10.1080/14794802.2013.797746 .
doi:10.1080/14794802.2013.797746
Effects of first-grade number knowledge tutoring with contrasting forms of practice .
(2013) .
Fuchs, L. S., Geary, D. C., Compton, D. L., Fuchs, D., Schatschneider, C., Hamlett, C. L., DeSelms, J., Seethaler, P. M., Wilson, J., Craddock, C. F., Bryant, J. D., Luther, K., & Changas, P. .
Journal of Educational Psychology, 105(1), 58–77 .
https://doi.org/10.1037/a0030127
Implementation of effective intervention: An empirical study to evaluate the efficacy of fountas & pinnell’s leveled literacy intervention system .
(2010) .
Ransford-Kaldon, C. R., Flynt, E. S., Ross, C. L., Franceschini, L., Zoblotsky, T., Huang, Y., & Gallagher, B. .
Center for Research in Educational Policy (CREP) .
https://eric.ed.gov/?id=ED544374
Effectiveness of a supplemental early reading intervention scaled up in multiple schools .
(2010) .
Denton, C. A., Nimon, K., Mathes, P. G., Swanson, E. A., Kethley, C., Kurz, T. B., & Shih, M. .
The Meadows Center for Preventing Educational Risk .
https://www.meadowscenter.org/library/resource/effectiveness-of-a-supplemental-…
Computer assisted instruction to prevent early reading difficulties in students at risk for dyslexia: Outcomes from two instructional approaches .
(2009) .
Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Herron, J., & Lindamood, P. .
Annals of Dyslexia, 60(1), 40–56 .
https://doi.org/10.1007/s11881-009-0032-y
Severe Reading Difficulties--Can They Be Prevented? A Comparison of Prevention and Intervention Approaches .
(2005) .
Scanlon, D. M., Vellutino, F. R., Small, S. G., Fanuele, D. P., & Sweeney, J. M. .
Exceptionality, 13(4), 209–227 .
https://doi.org/10.1207/s15327035ex1304_3
Comparing instructional models for the literacy education of high-risk first graders .
(1994) .
Pinnell, G. S., Lyons, C. A., DeFord, D. E., Bryk, A. S., & Seltzer, M. .
Reading Research Quarterly, 29(1), 8–39 .
https://doi.org/10.2307/747736
Comparing Instructional Models for the Literacyeracy Education of High-Risk First Graders .
(1994) .
Pinnell, G. S., Lyons, C. A., DeFord, D. E., Bryk, A. S., & Seltzer, M. .
Reading Research Quarterly, 29(1), 9–39 .
https://doi.org/10.2307/747736