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A Meta-Analysis of Single-Case Resea...

Moore, Elizabeth C.

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A Meta-Analysis of Single-Case Research Designs Examining Reading Interventions for English Learners.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Meta-Analysis of Single-Case Research Designs Examining Reading Interventions for English Learners./
作者:	Moore, Elizabeth C.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	167 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-07, Section: A.
Contained By:	Dissertations Abstracts International82-07A.
標題:	Educational psychology. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28262541
ISBN:	9798557037174

A Meta-Analysis of Single-Case Research Designs Examining Reading Interventions for English Learners.
Moore, Elizabeth C.

A Meta-Analysis of Single-Case Research Designs Examining Reading Interventions for English Learners. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 167 p.

Source: Dissertations Abstracts International, Volume: 82-07, Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2020.

This item must not be sold to any third party vendors.

With the continued increase of English learners (ELs) within the United States' education system, educators are in need of evidence-based supplemental reading interventions appropriate for use with these students. Similarly, research syntheses and meta-analyses examining the existing literature are needed to summarize and draw conclusions regarding reading intervention effectiveness for English learners. This meta-analysis examined reading interventions for English learners that were implemented utilizing single-case design (SCD) methodologies. The literature search utilized online databases, ancestral searches, and electronic communications with prominent authors. Although 50 studies met inclusion criteria, the meta-analysis calculated between-case standardized mean difference (BC-SMD) effect sizes for 26 studies that met inclusion criteria and used across-participant multiple-baseline designs, resulting in an overall effect size and examination of variables that may moderate the effect, including the (a) type of reading intervention, (b) type of interventionist, (c) intervention dosage, (d) type of instruction, (e) student characteristics, and (f) design quality. Study results have implications for practitioners implementing reading interventions with ELs and researchers evaluating reading interventions for EL populations. The study also adds to the growing literature of meta-analyses of SCD research using BC-SMD effect sizes.

ISBN: 9798557037174Subjects--Topical Terms:

517650
Educational psychology.
Subjects--Index Terms:

Between-case standardized mean difference

A Meta-Analysis of Single-Case Research Designs Examining Reading Interventions for English Learners.
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300 $a 167 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-07, Section: A.
500 $a Advisor: Albers, Craig.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a With the continued increase of English learners (ELs) within the United States' education system, educators are in need of evidence-based supplemental reading interventions appropriate for use with these students. Similarly, research syntheses and meta-analyses examining the existing literature are needed to summarize and draw conclusions regarding reading intervention effectiveness for English learners. This meta-analysis examined reading interventions for English learners that were implemented utilizing single-case design (SCD) methodologies. The literature search utilized online databases, ancestral searches, and electronic communications with prominent authors. Although 50 studies met inclusion criteria, the meta-analysis calculated between-case standardized mean difference (BC-SMD) effect sizes for 26 studies that met inclusion criteria and used across-participant multiple-baseline designs, resulting in an overall effect size and examination of variables that may moderate the effect, including the (a) type of reading intervention, (b) type of interventionist, (c) intervention dosage, (d) type of instruction, (e) student characteristics, and (f) design quality. Study results have implications for practitioners implementing reading interventions with ELs and researchers evaluating reading interventions for EL populations. The study also adds to the growing literature of meta-analyses of SCD research using BC-SMD effect sizes.
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653 $a Reading interventions
653 $a Single-case design
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