Effectiveness of Reading-Strategy Interventions in Whole Classrooms: a Meta-Analysis

By M. Okkinga, Roel van Steensel, Amos J. S. van Gelderen, E. van Schooten, Peter J. C. Sleegers, L. Arends. Educational Psychology Review, 2018

91 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/f21aaed9892150a24c8e1e4a5365e931bc204303

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

1. Nell K. Duke
2. Kelly B. Cartwright

In Education

1. Nell K. Duke
2. Kelly B. Cartwright

Citations in the corpus

• The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading (2021, background): “There is an extensive body of scientific research showing that teaching comprehension strategies improves reading, even in young students, in students with learning disabilities, and in whole-class formats (e.g., Berkeley, Scruggs, & Mastropieri, 2010; Okkinga et al., 2018; Shanahan et al., 2010).”