메뉴 건너뛰기




Volumn 35, Issue 2, 2012, Pages 333-366

Comparing results of systematic reviews: Parallel reviews of research on repeated reading

Author keywords

[No Author keywords available]

Indexed keywords


EID: 84860480803     PISSN: 07488491     EISSN: 19348924     Source Type: Journal    
DOI: 10.1353/etc.2012.0006     Document Type: Article
Times cited : (26)

References (67)
  • 1
    • 62949188412 scopus 로고    scopus 로고
    • Teaching writing to at-risk students: The quality of evidence for self-regulated strategy development
    • Baker, S. K., Chard, D. J., Ketterlin-Geller, L. R., Apichatabutra, C., & Doabler, C. (2009). Teaching writing to at-risk students: The quality of evidence for self-regulated strategy development. Exceptional Children, 75, 303-318.
    • (2009) Exceptional Children , vol.75 , pp. 303-318
    • Baker, S.K.1    Chard, D.J.2    Ketterlin-Geller, L.R.3    Apichatabutra, C.4    Doabler, C.5
  • 2
    • 33847757414 scopus 로고    scopus 로고
    • A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders
    • Bellini, S., & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73, 264-287.
    • (2007) Exceptional Children , vol.73 , pp. 264-287
    • Bellini, S.1    Akullian, J.2
  • 3
    • 67651236528 scopus 로고    scopus 로고
    • Synthesizing causal inferences
    • Briggs, D. C. (2008). Synthesizing causal inferences. Educational Researcher, 37(1), 15-22.
    • (2008) Educational Researcher , vol.37 , Issue.1 , pp. 15-22
    • Briggs, D.C.1
  • 5
    • 0000941861 scopus 로고    scopus 로고
    • Bridging the research-to-practice gap
    • Carnine, D. (1997). Bridging the research-to-practice gap. Exceptional Children, 63, 513-521.
    • (1997) Exceptional Children , vol.63 , pp. 513-521
    • Carnine, D.1
  • 6
    • 62949239352 scopus 로고    scopus 로고
    • Repeated reading interventions for students with learning disabilities: Status of the evidence
    • Chard, D. J., Ketterlin-Geller, L. R., Baker, S. K., Doabler, C., & Apichatabutra, C. (2009). Repeated reading interventions for students with learning disabilities: Status of the evidence. Exception Children, 75, 263-281.
    • (2009) Exception Children , vol.75 , pp. 263-281
    • Chard, D.J.1    Ketterlin-Geller, L.R.2    Baker, S.K.3    Doabler, C.4    Apichatabutra, C.5
  • 7
    • 0036744421 scopus 로고    scopus 로고
    • A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities
    • Chard, D. J., Vaughn, S., & Tyler, B. (2002). A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities. Journal of Learning Disabilities, 35, 386-406.
    • (2002) Journal of Learning Disabilities , vol.35 , pp. 386-406
    • Chard, D.J.1    Vaughn, S.2    Tyler, B.3
  • 9
    • 0042531445 scopus 로고
    • Improving speed and accuracy of word recognition in reading disabled children: An evaluation of two computer program variations
    • Cohen, A. L., Torgesen, J. K., & Torgesen, J. L. (1988). Improving speed and accuracy of word recognition in reading disabled children: An evaluation of two computer program variations. Learning Disability Quarterly, 11, 333-341.
    • (1988) Learning Disability Quarterly , vol.11 , pp. 333-341
    • Cohen, A.L.1    Torgesen, J.K.2    Torgesen, J.L.3
  • 10
    • 33750566892 scopus 로고    scopus 로고
    • Comparing and contrasting the National Research Council Report On Evaluating Curricular Effectiveness with the What Works Clearinghouse approach
    • Confrey, J. (2006). Comparing and contrasting the National Research Council Report On Evaluating Curricular Effectiveness with the What Works Clearinghouse approach. Educational Evaluation and Policy Analysis, 28, 195-213.
    • (2006) Educational Evaluation and Policy Analysis , vol.28 , pp. 195-213
    • Confrey, J.1
  • 11
    • 0024581912 scopus 로고
    • Repeated readings using audiotaped material enhances oral reading in children with reading difficulties
    • Conte, R., & Humphreys, R. (1989). Repeated readings using audiotaped material enhances oral reading in children with reading difficulties. Journal of Communications Disorders, 22, 65-79.
    • (1989) Journal of Communications Disorders , vol.22 , pp. 65-79
    • Conte, R.1    Humphreys, R.2
  • 14
    • 0018419235 scopus 로고
    • The improvement of children's oral reading through the use of teacher modeling
    • Deutsch-Smith, D. (1979). The improvement of children's oral reading through the use of teacher modeling. Journal of Learning Disabilities, 12, 172-175.
    • (1979) Journal of Learning Disabilities , vol.12 , pp. 172-175
    • Deutsch-Smith, D.1
  • 16
    • 84929065910 scopus 로고
    • Repeated reading: Research into practice
    • Dowhower, S. L. (1989). Repeated reading: Research into practice. The Reading Teacher, 42, 502-507.
    • (1989) The Reading Teacher , vol.42 , pp. 502-507
    • Dowhower, S.L.1
  • 17
    • 84990386181 scopus 로고    scopus 로고
    • Comparing the effectiveness of two oral reading practices: Roundrobin reading and the shared book experience
    • Eldredge, J. L., Reutzel, D. R., & Hollingsworth, P. M. (1996). Comparing the effectiveness of two oral reading practices: Roundrobin reading and the shared book experience. Journal of Literacy Research, 28, 201-225.
    • (1996) Journal of Literacy Research , vol.28 , pp. 201-225
    • Eldredge, J.L.1    Reutzel, D.R.2    Hollingsworth, P.M.3
  • 18
    • 0033085039 scopus 로고    scopus 로고
    • Fluent and nonfluent forms of transfer in reading: Words and their message
    • Faulkner, H. J., & Levy, B. A. (1999). Fluent and nonfluent forms of transfer in reading: Words and their message. Psychonomic Bulletin and Review, 6, 111-116.
    • (1999) Psychonomic Bulletin and Review , vol.6 , pp. 111-116
    • Faulkner, H.J.1    Levy, B.A.2
  • 19
    • 0030501015 scopus 로고    scopus 로고
    • Bridging the research-to-practice gap with mainstream assistance teams: A cautionary tale
    • Fuchs, D., & Fuchs, L. S. (1996). Bridging the research-to-practice gap with mainstream assistance teams: A cautionary tale. School Psychology Quarterly, 11(3), 244-266.
    • (1996) School Psychology Quarterly , vol.11 , Issue.3 , pp. 244-266
    • Fuchs, D.1    Fuchs, L.S.2
  • 20
    • 13944252563 scopus 로고    scopus 로고
    • Quality indicators for group experimental and quasi-experimental research in special education
    • Gersten, R., Fuchs, L. S., Compton, D., Coyne, M., Greenwood, C., & Innocenti, M. (2005). Quality indicators for group experimental and quasi-experimental research in special education. Exceptional Children, 71, 149-164.
    • (2005) Exceptional Children , vol.71 , pp. 149-164
    • Gersten, R.1    Fuchs, L.S.2    Compton, D.3    Coyne, M.4    Greenwood, C.5    Innocenti, M.6
  • 21
    • 0031226375 scopus 로고    scopus 로고
    • What we know about using research findings: Implications for improving special education practice
    • Gersten, R., Vaughn, S., Deshler, D., & Schiller, E. (1997). What we know about using research findings: Implications for improving special education practice. Journal of Learning Disabilities, 30, 466-476.
    • (1997) Journal of Learning Disabilities , vol.30 , pp. 466-476
    • Gersten, R.1    Vaughn, S.2    Deshler, D.3    Schiller, E.4
  • 23
    • 77449138816 scopus 로고    scopus 로고
    • Becoming critical readers: Issues in transparency, representation, and warranting of claims
    • Green, J. L., & Skukauskaite, A. (2008). Becoming critical readers: Issues in transparency, representation, and warranting of claims. Educational Researcher, 37 (1), 30-40.
    • (2008) Educational Researcher , vol.37 , Issue.1 , pp. 30-40
    • Green, J.L.1    Skukauskaite, A.2
  • 25
    • 0012443490 scopus 로고
    • An experiment with the impress method of teaching reading
    • Hollingsworth, P. M. (1970). An experiment with the impress method of teaching reading. Reading Teacher, 24, 112-114, 187.
    • (1970) Reading Teacher , vol.24
    • Hollingsworth, P.M.1
  • 26
    • 0012421973 scopus 로고
    • An experimental approach to the impress method of teaching reading
    • Hollingsworth, P. M. (1978). An experimental approach to the impress method of teaching reading. Reading Teacher, 31, 624-626.
    • (1978) Reading Teacher , vol.31 , pp. 624-626
    • Hollingsworth, P.M.1
  • 27
    • 0002083765 scopus 로고
    • Effects of repeated readings and nonrepetitive strategies on students' fluency and comprehension
    • Homan, S. P., Klesius, J. P., & Hite, C. (1993). Effects of repeated readings and nonrepetitive strategies on students' fluency and comprehension. Journal of Educational Research, 87, 94-99.
    • (1993) Journal of Educational Research , vol.87 , pp. 94-99
    • Homan, S.P.1    Klesius, J.P.2    Hite, C.3
  • 28
    • 13944278835 scopus 로고    scopus 로고
    • The use of single-subject research to identify evidencebased practice in special education
    • Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidencebased practice in special education. Exceptional Children, 71, 165-179.
    • (2005) Exceptional Children , vol.71 , pp. 165-179
    • Horner, R.H.1    Carr, E.G.2    Halle, J.3    McGee, G.4    Odom, S.5    Wolery, M.6
  • 29
    • 85038454847 scopus 로고    scopus 로고
    • Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. § 1400 et seq
    • Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. § 1400 et seq.
  • 30
    • 84856757561 scopus 로고    scopus 로고
    • Cognitive strategy instruction for improving expository text comprehension of students with learning disabilities: The quality of evidence
    • Jitendra, A. K., Burgess, C., & Gajria, M. (2011). Cognitive strategy instruction for improving expository text comprehension of students with learning disabilities: The quality of evidence. Exceptional Children,77, 135-159.
    • (2011) Exceptional Children , vol.77 , pp. 135-159
    • Jitendra, A.K.1    Burgess, C.2    Gajria, M.3
  • 31
    • 4544316779 scopus 로고    scopus 로고
    • Evidence-based treatments: Challenges and priorities for practice and research
    • Kazdin, A. E. (2004). Evidence-based treatments: challenges and priorities for practice and research. Child and Adolescent Psychiatric Clinics of North America, 13, 923-940.
    • (2004) Child and Adolescent Psychiatric Clinics of North America , vol.13 , pp. 923-940
    • Kazdin, A.E.1
  • 33
    • 0036938163 scopus 로고    scopus 로고
    • Evidence-based interventions in school psychology: Conceptual foundations of the Procedural and Coding Manual of Division 16 and the Society for the Study of School Psychology Task Force
    • Kratochwill, T. R., & Stoiber, K. C. (2002). Evidence-based interventions in school psychology: Conceptual foundations of the Procedural and Coding Manual of Division 16 and the Society for the Study of School Psychology Task Force. School Psychology Quarterly, 17, 341-389.
    • (2002) School Psychology Quarterly , vol.17 , pp. 341-389
    • Kratochwill, T.R.1    Stoiber, K.C.2
  • 34
    • 41849099096 scopus 로고    scopus 로고
    • (NCES Report 2007-494). Washington, D.C.: U.S. Department of Education, National Center for Education Statistics, Institute of Education Sciences
    • Lee, J., Grigg, W., & Dion, G. (2007). The Nation's Report Card: Mathematics 2007 (NCES Report 2007-494). Washington, D.C.: U.S. Department of Education, National Center for Education Statistics, Institute of Education Sciences.
    • (2007) The Nation's Report Card: Mathematics
    • Lee, J.1    Grigg, W.2    Dion, G.3
  • 35
    • 0031285850 scopus 로고    scopus 로고
    • Transfer from word training to reading in context: Gains in reading fluency and comprehension
    • Levy, B. A., Abello, B., & Lysynchuk, L. (1997). Transfer from word training to reading in context: Gains in reading fluency and comprehension. Learning Disability Quarterly, 20, 173-188.
    • (1997) Learning Disability Quarterly , vol.20 , pp. 173-188
    • Levy, B.A.1    Abello, B.2    Lysynchuk, L.3
  • 37
    • 23044521005 scopus 로고    scopus 로고
    • Repeated reading to enhance fluency: Old approaches and new directions
    • Meyer, M. S., & Felton, R. H. (1999). Repeated reading to enhance fluency: Old approaches and new directions. Annals of Dyslexia, 49, 283-306.
    • (1999) Annals of Dyslexia , vol.49 , pp. 283-306
    • Meyer, M.S.1    Felton, R.H.2
  • 39
    • 0017240252 scopus 로고
    • Paired reading" tuition: A preliminary report on a technique for cases of reading deficit
    • Morgan, R. T. (1976). "Paired reading" tuition: A preliminary report on a technique for cases of reading deficit. Child: Care, Health and Development, 2, 13-28.
    • (1976) Child: Care, Health and Development , vol.2 , pp. 13-28
    • Morgan, R.T.1
  • 40
    • 0018756926 scopus 로고
    • Paired reading"- A preliminary report on a technique for parental tuition of reading-retarded children
    • Morgan, R., & Lyon, E. (1979). "Paired reading"- A preliminary report on a technique for parental tuition of reading-retarded children. Journal of Child Psychology and Psychiatry, 20, 151-160.
    • (1979) Journal of Child Psychology and Psychiatry , vol.20 , pp. 151-160
    • Morgan, R.1    Lyon, E.2
  • 41
    • 0003695339 scopus 로고    scopus 로고
    • Report of the National Reading Panel. Teaching Children to Read: An Evidence-based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction: Reports of the Subgroups
    • National Institute of Child Health and Human Development, (NIH Publication No. 00-4754). Washington, D.C.: U.S. Government Printing Office
    • National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups (NIH Publication No. 00-4754). Washington, D.C.: U.S. Government Printing Office.
    • (2000)
  • 42
    • 84860446963 scopus 로고    scopus 로고
    • No Child Left Behind (NCLB) Act of 2001, 20 U.S.C.A. § 6301 et seq. (West
    • No Child Left Behind (NCLB) Act of 2001, 20 U.S.C.A. § 6301 et seq. (West 2003)
    • (2003)
  • 44
    • 33745019773 scopus 로고    scopus 로고
    • (NCES Report 2006-451). Washington, D.C.: U.S. Department of Education, National Center for Educational Statistics, U.S. Government Printing Office
    • Perie, M., Grigg, W., & Donahue, P. (2005). The nation's report card: Reading 2005. (NCES Report 2006-451). Washington, D.C.: U.S. Department of Education, National Center for Educational Statistics, U.S. Government Printing Office.
    • (2005) The Nation's Report Card: Reading
    • Perie, M.1    Grigg, W.2    Donahue, P.3
  • 45
    • 0001726205 scopus 로고
    • Effects of fluency training on second graders' reading comprehension
    • Reutzel, D. R., & Hollingsworth, P. M. (1993). Effects of fluency training on second graders' reading comprehension. Journal of Educational Research, 86, 325-331.
    • (1993) Journal of Educational Research , vol.86 , pp. 325-331
    • Reutzel, D.R.1    Hollingsworth, P.M.2
  • 46
    • 0000941115 scopus 로고
    • The method of repeated readings
    • Samuels, S. J. (1979). The method of repeated readings. The Reading Teacher, 32, 403-408.
    • (1979) The Reading Teacher , vol.32 , pp. 403-408
    • Samuels, S.J.1
  • 47
    • 84993708955 scopus 로고    scopus 로고
    • What doesn't work: The challenges and failure of the What Works Clearinghouse to conduct meaningful reviews of studies of mathematics curricula
    • Schoenfeld, A. H. (2006). What doesn't work: The challenges and failure of the What Works Clearinghouse to conduct meaningful reviews of studies of mathematics curricula. Educational Researcher, 35, 13-21.
    • (2006) Educational Researcher , vol.35 , pp. 13-21
    • Schoenfeld, A.H.1
  • 48
    • 84937291372 scopus 로고
    • Assisted reading practice: Effects on performance for poor readers in grade 3 and 4
    • Shany, M. T., & Biemiller, A. (1995). Assisted reading practice: Effects on performance for poor readers in grade 3 and 4. Reading Research Quarterly, 30, 382-395.
    • (1995) Reading Research Quarterly , vol.30 , pp. 382-395
    • Shany, M.T.1    Biemiller, A.2
  • 49
    • 0000117737 scopus 로고
    • PET and the pendulum: Faddism in education and how to stop it
    • Slavin, R. E. (1989). PET and the pendulum: Faddism in education and how to stop it. Phi Delta Kappan, 70, 752-758.
    • (1989) Phi Delta Kappan , vol.70 , pp. 752-758
    • Slavin, R.E.1
  • 50
    • 84993812255 scopus 로고    scopus 로고
    • Evidence-based education policies: Transforming educational practice and research
    • Slavin, R. E. (2002). Evidence-based education policies: Transforming educational practice and research. Educational Researcher, 31, 15-21.
    • (2002) Educational Researcher , vol.31 , pp. 15-21
    • Slavin, R.E.1
  • 51
    • 85018141980 scopus 로고    scopus 로고
    • What works? Issues in synthesizing educational program evaluations
    • Slavin, R. E. (2008). What works? Issues in synthesizing educational program evaluations. Educational Researcher, 37(1), 5-14.
    • (2008) Educational Researcher , vol.37 , Issue.1 , pp. 5-14
    • Slavin, R.E.1
  • 53
    • 34548243124 scopus 로고    scopus 로고
    • A review of the effects of peer tutoring on students with mild disabilities in secondary settings
    • Stenhoff, D. M., & Lignugaris/Kraft, B. (2007). A review of the effects of peer tutoring on students with mild disabilities in secondary settings. Exceptional Children, 74, 8-30.
    • (2007) Exceptional Children , vol.74 , pp. 8-30
    • Stenhoff, D.M.1    Lignugaris Kraft, B.2
  • 56
    • 0010702811 scopus 로고    scopus 로고
    • The effects of repeated reading on two types of CBM: Computer maze and oral reading with second-grade students with learning disabilities
    • Swain, K. D., & Allinder, R. M. (1996). The effects of repeated reading on two types of CBM: Computer maze and oral reading with second-grade students with learning disabilities, Diagnostique, 21, 51-66.
    • (1996) Diagnostique , vol.21 , pp. 51-66
    • Swain, K.D.1    Allinder, R.M.2
  • 57
    • 3543043772 scopus 로고    scopus 로고
    • Fluency and comprehension gains as a result of repeated reading: A meta-analysis
    • Therrien, W. J. (2004). Fluency and comprehension gains as a result of repeated reading: A meta-analysis. Remedial and Special Education, 25, 252-261.
    • (2004) Remedial and Special Education , vol.25 , pp. 252-261
    • Therrien, W.J.1
  • 58
    • 0001302949 scopus 로고    scopus 로고
    • Broken promises: Reading instruction in the resource room
    • Vaughn, S., Moody, S. W., & Schumm, J. S. (1998). Broken promises: Reading instruction in the resource room. Exceptional Children, 64, 211-225.
    • (1998) Exceptional Children , vol.64 , pp. 211-225
    • Vaughn, S.1    Moody, S.W.2    Schumm, J.S.3
  • 66
    • 77957358121 scopus 로고    scopus 로고
    • What Works Clearinghouse, Retrieved from
    • What Works Clearinghouse. (2008). Procedures and standards handbook (Version 2.0). Retrieved from http://ies.ed.gov/ncee/wwc/DocumentSum.aspx?sid=19
    • (2008) Procedures and Standards Handbook (Version 2.0)
  • 67
    • 0030306181 scopus 로고    scopus 로고
    • Effects of prosodic modeling and repeated reading on poor readers' fluency and comprehension
    • Young, A. R., Bowers, P. G., & MacKinnon, G. E. (1996). Effects of prosodic modeling and repeated reading on poor readers' fluency and comprehension. Applied Psycholinguistics, 17, 59-84.
    • (1996) Applied Psycholinguistics , vol.17 , pp. 59-84
    • Young, A.R.1    Bowers, P.G.2    Mackinnon, G.E.3


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.