The Ecological and Population Validity of Reading Interventions for Adolescents: Can Effectiveness Be Generalized?

Autor/inn/en	Reed, Deborah K.; McCray Sorrells, Audrey; Cole, Heather A.; Takakawa, Nara N.
Titel	The Ecological and Population Validity of Reading Interventions for Adolescents: Can Effectiveness Be Generalized?
Quelle	In: Learning Disability Quarterly, 36 (2013) 3, S.131-144 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948712451976
Schlagwörter	Reading Programs; Intervention; Educational Research; Reading Research; Educational Environment; Classroom Environment; Learning Disabilities; Adolescent Attitudes; Coding; Racial Differences; Gender Differences; Age Differences; English Language Learners; Reading Skills; Meta Analysis + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Leseforschung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Klassenklima; Unterrichtsklima; Learning handicap; Lernbehinderung; Codierung; Programmierung; Rassenunterschied; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Reading skill; Lesefertigkeit; Meta-analysis; Metaanalyse
Abstract	This article examined the ecological and population validity of research on reading interventions for adolescents in Grades 6 through 12. The 26 studies meeting selection criteria were analyzed to determine the characteristics of the students, interventionists, classroom structures, and school environments used, as well as whether there were differential effects of treatments across those characteristics. In the 20+ years since the calls by the Council for Learning Disabilities and National Joint Committee on Learning Disabilities for greater specificity in descriptions of study participants and contexts, the findings of this study suggest that researchers have provided greater detail on participants, but many questions remain about the extent to which findings can be generalized. Specifically, gaps in the research exist with regard to African American and Native American students; English language learners; students in suburban, rural, and adjudicated schools; students in high school; interventions delivered by regular classroom teachers; interventions focused on vocabulary; and interventions in large groups and general education classrooms. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10