1
|
Effects of targeted interventions and of specific instructional time on reading ability in French children in grade 1. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2021. [DOI: 10.1007/s10212-021-00566-w] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
|
2
|
Clarke B, Cil G, Smolkowski K, Sutherland M, Turtura J, Doabler CT, Fien H, Baker SK. Conducting a Cost-Effectiveness Analysis of an Early Numeracy Intervention. SCHOOL PSYCHOLOGY REVIEW 2020. [DOI: 10.1080/2372966x.2020.1761236] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
|
3
|
Begeny JC, Codding RS, Wang J, Hida RM, Patterson SL, Kessler S, Fields‐Turner F, Ramos KA. An analysis of motivation strategies used within the small‐group Accelerating Mathematics Performance through Practice Strategies (AMPPS‐SG) program. PSYCHOLOGY IN THE SCHOOLS 2020. [DOI: 10.1002/pits.22334] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- John C. Begeny
- Department of PsychologyNorth Carolina State University Raleigh North Carolina
| | - Robin S. Codding
- Department of Educational PsychologyUniversity of Minnesota Minneapolis Minnestoa
| | - Jiayi Wang
- Department of PsychologyNorth Carolina State University Raleigh North Carolina
| | - Rahma M. Hida
- Department of PsychologyNorth Carolina State University Raleigh North Carolina
| | - Sierra L. Patterson
- Department of PsychologyNorth Carolina State University Raleigh North Carolina
| | - Sarah Kessler
- Department of PsychologyNorth Carolina State University Raleigh North Carolina
| | | | - Kimberly A. Ramos
- Department of PsychologyNorth Carolina State University Raleigh North Carolina
| |
Collapse
|
4
|
Sytsma M, Panahon C, Houlihan DD. Peer Tutoring as a Model for Language and Reading Skills Development for Students who are English Language Learners. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2019. [DOI: 10.1080/15377903.2019.1597796] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Affiliation(s)
- Marcia Sytsma
- Minneapolis Public School District, School Psychology, Minneapolis Public School District, Minneapolis, MN, USA
| | - Carlos Panahon
- Minnesota State University, Mankato College of Social and Behavioral Sciences, Psychology, Mankato, USA
| | - Daniel D. Houlihan
- Minnesota State University, Mankato College of Social and Behavioral Sciences, Psychology, Mankato, USA
| |
Collapse
|
5
|
Begeny JC. Evaluating contextually adapted reading interventions with third-grade, Costa Rican students experiencing significant reading difficulties. SCHOOL PSYCHOLOGY INTERNATIONAL 2018. [DOI: 10.1177/0143034318796875] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Scholarship in school psychology has continued to document the need and importance of contextually relevant intervention and prevention research, but this type of research remains relatively scarce. Also problematic, this type of research is even more limited in low- and middle-income countries (LMIC) compared to high-income countries. This situation within school psychology scholarship not only has negative implications for research and practice, it also limits internationalization within the discipline. The geographical context for the present study was in Costa Rica, currently a Latin American LMIC. Given the global importance of literacy, this article describes an experimental evaluation comparing two time- and resource-efficient reading interventions that differed only by instructional grouping: A one-on-one intervention, and an even more resource-efficient small-group intervention. Participants included third-graders experiencing significant reading difficulties. Analyses showed that all students benefitted from intervention, but some students responded somewhat more favorably to one intervention versus the other. Limitations, implications, and future research directions are discussed, particularly within the context of international school psychology and how professionals in the discipline can benefit from more intervention research in otherwise underrepresented global regions.
Collapse
|