Synthesizing Prior Intervention Studies

Bibliographic References tagged with Synthesizing Prior Intervention Studies

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Dahl-Leonard, K., Hall, C., Capin, P., Solari, E. J., Demchak, A., & Therrien, W. J. (2023). Examining fidelity reporting within studies of foundational reading interventions for elementary students with or at risk for dyslexia. 73(2), 288-313,. https://doi.org/10.1007/s11881-023-00279-3 (Original work published 2023)
Dahl-Leonard, K., Hall, C., Capin, P., Solari, E. J., Demchak, A., & Therrien, W. J. (2023). Examining fidelity reporting within studies of foundational reading interventions for elementary students with or at risk for dyslexia. 73(2), 288-313,. https://doi.org/10.1007/s11881-023-00279-3 (Original work published 2023)
Hall, C., Dahl-Leonard, K., Cho, E., Solari, E. J., Capin, P., Conner, C. L., Henry, A. R., Cook, L., Hayes, L., Vargas, I., Richmond, C. L., & Kehoe, K. F. (2023). Forty Years of Reading Intervention Research for Elementary Students with or at Risk for Dyslexia: A Systematic Review and Meta-Analysis. Reading Research Quarterly, 58(2), 285-312,. https://doi.org/https://doi.org/10.1002/rrq.477 (Original work published 2023)
Hall, C., Dahl-Leonard, K., Cho, E., Solari, E. J., Capin, P., Conner, C. L., Henry, A. R., Cook, L., Hayes, L., Vargas, I., Richmond, C. L., & Kehoe, K. F. (2023). Forty Years of Reading Intervention Research for Elementary Students with or at Risk for Dyslexia: A Systematic Review and Meta-Analysis. Reading Research Quarterly, 58(2), 285-312,. https://doi.org/https://doi.org/10.1002/rrq.477 (Original work published 2023)
Cho, E., Dahl-Leonard, K., Kehoe, K., Capin, P., Hall, C., & Solari, E. (2023). Motivational Practices in Reading Interventions for Students With or at Risk for Dyslexia: Literature Synthesis and Meta-Analysis. Topics in Language Disorders, 43(2).
Cho, E., Dahl-Leonard, K., Kehoe, K., Capin, P., Hall, C., & Solari, E. (2023). Motivational Practices in Reading Interventions for Students With or at Risk for Dyslexia: Literature Synthesis and Meta-Analysis. Topics in Language Disorders, 43(2).
Fishstrom, S., Capin, P., Bhat, B. H., Dahl-Leonard, K., Payne, B., Wang, H.-H., Dille, J., & Vaughn, S. (2025). A meta-analysis of the effects of academic interventions on academic and academic anxiety outcomes in secondary students. 110, 101433+. https://doi.org/https://doi.org/10.1016/j.jsp.2025.101433 (Original work published 2025)
Fishstrom, S., Capin, P., Bhat, B. H., Dahl-Leonard, K., Payne, B., Wang, H.-H., Dille, J., & Vaughn, S. (2025). A meta-analysis of the effects of academic interventions on academic and academic anxiety outcomes in secondary students. 110, 101433+. https://doi.org/https://doi.org/10.1016/j.jsp.2025.101433 (Original work published 2025)
Dille, J. T., Capin, P., Daniel, J., Dille, E. A., & Cahill, A. S. (2025). A synthesis of the effects of summer interventions on secondary students with or at-risk of reading difficulties. Volume 10 - 2025.
Dille, J. T., Capin, P., Daniel, J., Dille, E. A., & Cahill, A. S. (2025). A synthesis of the effects of summer interventions on secondary students with or at-risk of reading difficulties. Volume 10 - 2025.
Cho, E., Reiley, S., & Capin, P. (2026). Best Practices for Supporting Motivation during reading Comprehension Instruction. 115+.
Cho, E., Reiley, S., & Capin, P. (2026). Best Practices for Supporting Motivation during reading Comprehension Instruction. 115+.
Capin, P., Vaughn, S., Hall, C., Cho, E., & Mesite, L. (2025). Centering students with learning disabilities in intervention research: Implications for educational theory. Educational Psychologist, 60(3), 18. (Original work published 2025)
Capin, P., Vaughn, S., Hall, C., Cho, E., & Mesite, L. (2025). Centering students with learning disabilities in intervention research: Implications for educational theory. Educational Psychologist, 60(3), 18. (Original work published 2025)
Capin, P., Hall, C., Stevens, E. A., Steinle, P. K., & Murray, C. S. (2024). Evidence-Based Reading Instruction for Secondary Students With Reading Difficulties Within Multitiered Systems of Support. TEACHING Exceptional Children, 56(5), 370-385,. https://doi.org/10.1177/00400599221079643 (Original work published 2024)
Capin, P., Hall, C., Stevens, E. A., Steinle, P. K., & Murray, C. S. (2024). Evidence-Based Reading Instruction for Secondary Students With Reading Difficulties Within Multitiered Systems of Support. TEACHING Exceptional Children, 56(5), 370-385,. https://doi.org/10.1177/00400599221079643 (Original work published 2024)
Dahl-Leonard, K., Hall, C., Cho, E., Capin, P., Roberts, G. J., Kehoe, K. F., Haring, C., Peacott, D., & Demchak, A. (2025). Examining the Effects of Family-Implemented Literacy Interventions for School-Aged Children: A Meta-Analysis. 37(1). https://doi.org/10.1007/s10648-025-09985-3 (Original work published 2025)
Dahl-Leonard, K., Hall, C., Cho, E., Capin, P., Roberts, G. J., Kehoe, K. F., Haring, C., Peacott, D., & Demchak, A. (2025). Examining the Effects of Family-Implemented Literacy Interventions for School-Aged Children: A Meta-Analysis. 37(1). https://doi.org/10.1007/s10648-025-09985-3 (Original work published 2025)