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Replicating the Impact of a Supplemental Beginning Reading Intervention: The Role of Instructional Context

Michael D. Coyne, Mary Little, D'Ann Rawlinson, Deborah Simmons, Oi-man Kwok, Minjun Kim, Leslie Simmons, Shanna Hagan-Burke, Christina Civetelli

Journal of Research on Educational Effectiveness, 2013. DOI 10.1080/19345747.2012.706694

Has this study been replicated?

This paper is itself a replication attempt. The study it set out to replicate is listed below.

Study replicated

• Effects of Supplemental Reading Interventions in Authentic Contexts: A Comparison of Kindergarteners' Response, Simmons et al. (2011). Exceptional Children. View paper

Cite this record

Coyne, M. D., Little, M., Rawlinson, D., Simmons, D., Kwok, O., Kim, M., Simmons, L., Hagan-Burke, S., & Civetelli, C. (2013). Replicating the Impact of a Supplemental Beginning Reading Intervention: The Role of Instructional Context. Journal of Research on Educational Effectiveness, 6(1), 1–23. https://doi.org/10.1080/19345747.2012.706694

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