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Examining the Efficacy of a Multitiered Intervention for At-Risk Readers in Grade 1

Jean Louise M. Smith, Nancy J. Nelson, Keith Smolkowski, Scott K. Baker, Hank Fien, Derek Kosty

The Elementary School Journal, 2016. DOI 10.1086/686249

Has this study been replicated?

The atlas records 1 replication of this study. Recorded outcomes: 1 successful.

Replications

• A Conceptual Replication Study of the Enhanced Core Reading Instruction MTSS-Reading Model, Fien et al. (2020). Outcome recorded: successful. Impact data indicate moderate to strong effects on student decoding, word reading, and fluency skills for students in the ECRI MTSS schools. View paper

Other studies in the atlas

• A Conceptual Replication Study of the Enhanced Core Reading Instruction MTSS-Reading Model
• Preschoolers Acquire General Knowledge by Sharing in Pretense
• Children Learn From Both Embodied and Passive Pretense: A Replication and Extension
• Similarities and Differences Between Intellectually Gifted and Average-Ability Students i…
• Understanding the Delayed-Keyword Effect on Metacomprehension Accuracy
• The keyword effect: A conceptual replication, effects on bias, and an optimization

Failed replications · Successful replications · All browse pages