Closing the Gap: A Conceptual Replication of an Early Reading Intervention

IF 1.7 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research on Educational Effectiveness Pub Date : 2024-04-02 DOI:10.1080/19345747.2024.2333734

Oddny Judith Solheim, Njål Foldnes, Bente Rigmor Walgermo, Kari Kolbjørnsen Bjerke, Inga Kjerstin Birkedal, Per Henning Uppstad, Kjersti Lundetræ

引用次数: 0

Abstract

This study presents results from a conceptual replication of a promising early reading intervention. The On Track program, previously found to be effective in a researcher-driven and tightly contro...

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缩小差距：早期阅读干预的概念复制

本研究介绍了一项很有前景的早期阅读干预措施的概念复制结果。此前，在一项由研究人员主导、严格控制的研究中发现，"On Track "计划是有效的......

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来源期刊

Journal of Research on Educational Effectiveness EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.00

自引率

11.10%

发文量

期刊介绍： As the flagship publication for the Society for Research on Educational Effectiveness, the Journal of Research on Educational Effectiveness (JREE) publishes original articles from the multidisciplinary community of researchers who are committed to applying principles of scientific inquiry to the study of educational problems. Articles published in JREE should advance our knowledge of factors important for educational success and/or improve our ability to conduct further disciplined studies of pressing educational problems. JREE welcomes manuscripts that fit into one of the following categories: (1) intervention, evaluation, and policy studies; (2) theory, contexts, and mechanisms; and (3) methodological studies. The first category includes studies that focus on process and implementation and seek to demonstrate causal claims in educational research. The second category includes meta-analyses and syntheses, descriptive studies that illuminate educational conditions and contexts, and studies that rigorously investigate education processes and mechanism. The third category includes studies that advance our understanding of theoretical and technical features of measurement and research design and describe advances in data analysis and data modeling. To establish a stronger connection between scientific evidence and educational practice, studies submitted to JREE should focus on pressing problems found in classrooms and schools. Studies that help advance our understanding and demonstrate effectiveness related to challenges in reading, mathematics education, and science education are especially welcome as are studies related to cognitive functions, social processes, organizational factors, and cultural features that mediate and/or moderate critical educational outcomes. On occasion, invited responses to JREE articles and rejoinders to those responses will be included in an issue.