Synthesizing Prior Literacy Research

We begin, as all strong research does, with a deep understanding of what has come before. What instructional practices are associated with improved outcomes for students with word reading difficulties? What works for students with disabilities in general education classrooms? Through systematic reviews and the use meta-analytic techniques, we can uncover approaches that are most effective and the key factors that influence their impact. These findings are foundational to the design of new interventions that seek to further enhance instruction for students who most need support.  

Select Publications Synthesizing Prior Research

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)
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)
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)
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.
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., 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).