Background: Randomised controlled trials (RCTs) have long been considered the gold standard in education research. Federal funds are allocated to evaluations that meet What Works Clearinghouse standards; RCT designs are required in order to meet these standards without reservations. Schools seek out interventions that are research based, in other…

This paper presents findings from a systematic literature review that explored the delivery arrangements of school-based reading interventions for struggling readers aged 5-8 years. Databases were searched for published and unpublished studies from 1970 to 2017, which employed a randomised controlled trial or quasi-experimental design. Sixty-four…

Reading skills and social-emotional competencies are two important skills for both academic achievement and long-term quality of life. The present study evaluated the effects of a school-based intervention to promote reading skills and social-emotional competencies in young adolescents from urban, low socioeconomic status (SES) communities in…

Background: A cost-effective method to address reading delays is to use computer-assisted learning, but these techniques are not always effective. Methods: We evaluated a commercially available computer system that uses visual mnemonics, in a randomised controlled trial with 78 English-speaking children (mean age 7 years) who their schools…

Two randomised control experiments examined spelling outcomes in a repeated measures design (pre-test, post-tests; 1-day, 1-month follow-up, 5-month follow-up), where students learned Spanish irregular words through (1) immediate feedback using self-correction, (2) visual imagery where children imagine and represent words using movement, and (3)…