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Durham shared maths project .
(2015) .
Lloyd, C., Edovald, T., Morris, S., Kiss, Z., Skipp, A., & Haywood, S. .
London: Education Endowment Foundation .
https://core.ac.uk/download/pdf/161892207.pdf
Intervention for first graders with limited number knowledge: Large-scale replication of a randomized controlled trial .
(2015) .
Gersten, R., Rolfhus, E., Clarke, B., Decker, L. E., Wilkins, C., & Dimino, J. (2015) .
American Educational Research Journal, 52(3), 516–546 .
https://doi.org/10.3102/0002831214565787
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
Intensive Reading Remediation in Grade 2 or 3: Are There Effects a Decade Later? .
(2014) .
Blachman, B. A., Schatschneider, C., Fletcher, J. M., Murray, M. S., Munger, K. A., & Vaughn, M. G. .
Journal of Educational Psychology, 106(1), 46–57 .
https://doi.org/10.1037/a0033663
The (Surprising) Efficacy of Academic and Behavioral Intervention with Disadvantaged Youth: Results from a Randomized Experiment in Chicago .
(2014) .
Cook, P. J., Dodge, K., Farkas, G., Fryer, R., Guryan, J., Ludwig, J., Mayer, S., Pollack, H., & Steinberg, L. .
National Bureau of Economic Research, Inc. .
https://econpapers.repec.org/paper/nbrnberwo/19862.htm
Immediate and Long-Term Effects of Tier 2 Reading Instruction for First-Grade Students With a High Probability of Reading Failure .
(2014) .
Case, L., Speece, D., Silverman, R., Schatschneider, C., Montanaro, E., & Ritchey, K. .
Journal of Research on Educational Effectiveness, 7(1), 28–53 .
https://doi.org/10.1080/19345747.2013.786771
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
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
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
Live webcam coaching to help early elementary classroom teachers provide effective literacy instruction for struggling readers: The Targeted Reading Intervention .
(2013) .
Vernon-Feagans, L., Kainz, K., Hedrick, A., Ginsberg, M., & Amendum, S. .
Journal of Educational Psychology, 105(4), 1175–1187 .
https://doi.org/10.1037/a0032143
Replicating the impact of a supplemental beginning reading intervention: The role of instructional context .
(2013) .
Coyne, M. D., Literacytle, M., Rawlinson, D., Simmons, D., Kwok, O., Kim, M., Simmons, L., Hagan-Burke, S., & Civetelli, C. .
Journal of Research on Educational Effectiveness, 6(1), 1–23 .
https://doi.org/10.1080/19345747.2012.706694
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
Evaluating math recovery: Assessing the causal impact of a diagnostic tutoring program on student achievement .
(2013) .
Smith, T. M., Cobb, P., Farran, D. C., Cordray, D. S., & Munter, C. .
American Educational Research Journal, 50(2), 397–428 .
https://doi.org/10.3102/0002831212469045
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., ... & Bryant, J. D .
Journal of Educational Psychology .
https://psycnet.apa.org/record/2012-26193-001
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 .
https://doi.org/10.1002/rev3.3016
Efficacy of a First-Grade Responsiveness-to-Intervention Prevention Model for Struggling Readers .
(2013) .
Gilbert, J. K., Compton, D. L., Fuchs, D., Fuchs, L. S., Bouton, B., Barquero, L. A., & Cho, E. .
Reading Research Quarterly, 48(2), 135–154 .
https://doi.org/10.1002/rrq.45
Efficacy of a First‐Grade Responsiveness‐to‐Intervention Prevention Model for Struggling Readers .
(2013) .
Gilbert, J. K., Compton, D. L., Fuchs, D., Fuchs, L. S., Bouton, B., Barquero, L. A., & Cho, E. .
Reading Research Quarterly, 48(2), 135–154 .
https://doi.org/10.1002/rrq.45