Effective Programs for Struggling Readers: A Best-Evidence Synthesis.

By R. Slavin, Cynthia Lake, Susan R Davis, N. Madden. 2009

365 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/b39cb47b65b087e26b3d81d040dc777e1c0f3989

How researchers see this paper

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

In Developmental and Educational Psychology

In Education

Citations in the corpus

Meta-Analysis of the Impact of Reading Interventions for Students in the Primary Grades (2020, background): “It is difficult to draw a direct comparison between the current study and the Slavin et al. (2011) and Wanzek et al. (2016, 2018) meta-analyses.”
Effective Reading Programs for the Elementary Grades: A Best-Evidence Synthesis (2009, background): “…) Slavin et al. It is important to note that additional instructional process programs also showed positive effects, but because the studies evaluating these approaches involved small groups of struggling readers rather than students in general, these findings are reviewed by Slavin et al. (2009).”
Challenging and changing how schools use teaching assistants: findings from the Effective Deployment of Teaching Assistants project (2013, background): “…that show TAs have a positive impact on progress when they are specifically trained and prepared for curricular interventions (Alborz et al. 2009; Slavin et al. 2009), and we can add to this more positive findings from the DISS project on TAs’ impact on teacher workload, classroom discipline,…”
Academic Interventions for Elementary and Middle School Students With Low Socioeconomic Status: A Systematic Review and Meta-Analysis (2017, background): “Tutoring and cooperative learning also figured prominently in Slavin et al. (2011), who reviewed programs for struggling readers.”
RTI Tier Structures and Instructional Intensity (2010, background): “For example, in one-to-one tutoring of struggling readers, Slavin et al.’s (2009) evidenced-based synthesis found that certiﬁed teachers are more effective than paraprofessionals or volunteers.”
Effective Programs in Elementary Mathematics: A Meta-Analysis (2021, background): “The theoretical base for tutoring draws on research in reading, which has long made extensive use of one-to-one and small group tutoring (see, e.g., Elbaum et al., 2000; Gersten et al., 2020; Slavin et al., 2011; Wanzek et al., 2016) as well as in mathematics (e.”