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Dahlia K. Remler; Gregg G. Van Ryzin – American Journal of Evaluation, 2025
This article reviews the origins and use of the terms quasi-experiment and natural experiment. It demonstrates how the terms conflate whether variation in the independent variable of interest falls short of random with whether researchers find, rather than intervene to create, that variation. Using the lens of assignment--the process driving…
Descriptors: Quasiexperimental Design, Research Design, Experiments, Predictor Variables
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Laura J. Bonnett; Kerry Dwan; Susanna Dodd – Teaching Statistics: An International Journal for Teachers, 2024
We describe an activity that introduces school-aged children to clinical trials, that presents the terminology associated with randomized controlled trials, and that reveals how the findings from clinical trials are applicable to everyone everywhere.
Descriptors: Elementary School Students, Secondary School Students, Children, Clinical Experience
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Al Otaiba, Stephanie; Petscher, Yaacov; Wanzek, Jeanne; Lan, Patrick; Rivas, Brenna – Learning Disabilities Research & Practice, 2018
This article summarizes findings from a two-year randomized control trial, focusing on a subset of 194 fourth graders with reading comprehension scores at or below the 15th percentile. Students in the treatment condition received an average of 94 daily 30-min sessions of small group intervention implemented with fidelity by well-trained research…
Descriptors: Randomized Controlled Trials, Grade 4, Reading Comprehension, Intervention
Al Otaiba, Stephanie; Petscher, Yaacov; Wanzek, Jeanne; Lan, Patrick; Rivas, Brenna – Grantee Submission, 2018
This article summarizes findings from a two-year randomized control trial, focusing on a subset of 194 fourth graders with reading comprehension scores at or below the 15th percentile. Students in the treatment condition received an average of 94 daily 30-min sessions of small group intervention implemented with fidelity by well-trained research…
Descriptors: Grade 4, Elementary School Students, Intervention, Pretests Posttests
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Gray, Susan H.; Ehri, Linnea C.; Locke, John L. – Reading and Writing: An Interdisciplinary Journal, 2018
A randomized control trial compared the effects of two kinds of vocabulary instruction on component reading skills of adult struggling readers. Participants seeking alternative high school diplomas received 8 h of scripted tutoring to learn forty academic vocabulary words embedded within a civics curriculum. They were matched for language…
Descriptors: Reading Difficulties, Vocabulary, Reading Skills, High School Equivalency Programs
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Nielen, Thijs M. J.; Smith, Glenn G.; Sikkema-de Jong, Maria T.; Drobisz, Jack; van Horne, Bill; Bus, Adriana G. – Journal of Educational Computing Research, 2018
In this digital era, a fundamental challenge is to design digital reading materials in such a way that they improve children's reading skills. Since reading books is challenging for many fifth graders--particularly for those genetically susceptible to attention problems--the researchers hypothesized that guidance from a digital Pedagogical Agent…
Descriptors: Grade 5, Reading Motivation, Incidental Learning, Vocabulary
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Haley, Allyson; Hulme, Charles; Bowyer-Crane, Claudine; Snowling, Margaret J.; Fricke, Silke – International Journal of Language & Communication Disorders, 2017
Background: While practitioners are increasingly asked to be mindful of the evidence base of intervention programmes, evidence from rigorous trials for the effectiveness of interventions that promote oral language abilities in the early years is sparse. Aims: To evaluate the effectiveness of a language intervention programme for children…
Descriptors: Oral Language, Language Skills, Intervention, Preschool Education
McLeod, Ragan H.; Kaiser, Ann P.; Hardy, Jessica K. – Topics in Early Childhood Special Education, 2019
Although extensive research exists on vocabulary instruction during book reading in preschool classroom, comparatively little research has been conducted on vocabulary exposure in classroom play contexts and child vocabulary outcomes. The purpose of this study was to examine Head Start teacher and child vocabulary use in dyadic play sessions and…
Descriptors: Correlation, Vocabulary, Play, Outcomes of Education
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Jiang, Hui; Davis, Dawn – Elementary School Journal, 2017
Let's Know! is a language-focused curriculum supplement developed through the Institute of Education Sciences' Reading for Understanding initiative aimed at supporting prekindergarten through grade 3 students' listening and reading comprehension. The current study reports results concerning the impacts of 2 instantiations of Let's Know! on…
Descriptors: Primary Education, Kindergarten, Grade 1, Grade 2
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Dyson, Hannah; Best, Wendy; Solity, Jonathan; Hulme, Charles – Scientific Studies of Reading, 2017
Previous research has suggested that learning to read irregular words depends upon knowledge of a word's meaning and the ability to correct imperfect decoding attempts by reference to the known pronunciations of a word. In an experimental training study, 84 children ages 5-7 years were randomly assigned to an intervention or control group.…
Descriptors: Pronunciation, Error Correction, Decoding (Reading), Young Children
Clemens, Nathan H.; Simmons, Deborah; Simmons, Leslie E.; Wang, Huan; Kwok, Oi-man – Journal of Psychoeducational Assessment, 2017
This study sought to better understand the prevalence of concurrent and specific difficulties in reading fluency and vocabulary among adolescents with low reading comprehension. Latent class analysis (LCA) was used to identify a sample of 180 students in sixth through eighth grades with reading comprehension difficulties. A subsequent LCA…
Descriptors: Reading Difficulties, Reading Fluency, Vocabulary, Reading Comprehension
Ray, Amber Beth – ProQuest LLC, 2017
High school students with high-incidence disabilities and struggling writers face considerable challenges when taking high-stakes writing assessments designed to examine their suitability for entrance to college. I examined the effectiveness of a writing intervention for improving these students' performance on a popular college entrance exam, the…
Descriptors: High School Students, Disabilities, Writing Difficulties, High Stakes Tests
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Korat, Ofra; Kozlov-Peretz, Olla; Segal-Drori, Ora – Journal of Education and Training Studies, 2017
The contribution of repeated e-book reading with and without word explanation support and its effect on receptive and expressive word learning among preschoolers was examined. Seventy-eight kindergartners were randomly divided into an experimental and a control group. The experimental group received two individual reading sessions of an e-book…
Descriptors: Repetition, Reading Instruction, Electronic Publishing, Educational Technology
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Özcan, Mehmet Fatih; Özkan, Âdem; Sahin, Nurullah – Universal Journal of Educational Research, 2017
The use of Augmented Reality Technologies, which has been developed in order to enrich the environment of education and training and provide permanent learning, has been increasing day by day. In this sense, it is important to analyze the use of augmented applications in education and training environments. In this study, we have aimed to…
Descriptors: Foreign Countries, Educational Technology, Technology Uses in Education, Simulated Environment
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Barnes, Erica M.; Dickinson, David K. – Early Education and Development, 2018
Research Findings: Mental state verbs (MSV), a component of literate and academic language, may facilitate vocabulary growth, as they relate to metacognitive and metalinguistic awareness as well as decontextualized talk, all of which have been associated with vocabulary growth. In this study, we examined teacher MSV use in group content…
Descriptors: Vocabulary Development, Metacognition, Language Usage, Verbs
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