Annual review: The state of educational intervention research as viewed through the lens of literacy intervention

By M. Pressley. 2006

117 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/10ffc7efa7997e60e1f8f8713582f7dfd6f5b3ad

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Citations in the corpus

Higher-Order Comprehension Processes in Struggling Readers: A Perspective for Research and Intervention (2007, unknown): “Second, Pressley et al. (2006) and Pearson and Hamm (2005) emphasized the importance of gaining a better understanding not only of whether an intervention works but also how it works.”
Making the right connections: Differential effects of reading intervention for subgroups of comprehenders (2012, unknown): “To this end, we draw upon cognitive theories of reading comprehension, following recommendations to link cognitive theory and educational practice to develop more precise and focused interventions (e.g., McKeown et al., 2009; Pressley et al., 2006; Rapp, van den Broek, McMaster, Kendeou, & Espin, 20”
Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level (2008, background): “Pressley et al. (2006) propose crosssectional research by conducting interventions at different age levels to allow for insight into developmental changes in the effectiveness of interventions: Meta-analysis can provide insight into these changes in the effectiveness of interventions by combining in”
A meta-analysis of writing instruction for adolescent students. (2007, background): “Our decision to focus on these types of studies should in no way distract from the important contributions that other types of research make to our understanding of how to teach writing (see Pressley et al., 2006).”
Educational psychology and the effectiveness of inclusive education/mainstreaming. (2007, background): “It is comparable in scale and potential impact to the very large educational interventions noted by Pressley, Graham, and Harris (2006), which comprise thousands of smaller interventions many of which are prerequisite to later interventions.”