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Multisyllabic Word-Reading Instruction With and Without Motivational Beliefs Training for Struggling Readers in the Upper Elementary Grades: A Pilot Investigation

Jessica R. Toste, Philip Capin, Sharon Vaughn, Garrett J. Roberts, Devin M. Kearns

The Elementary School Journal, 2017. DOI 10.1086/691684

Has this study been replicated?

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

Replications

• Replication of an Experimental Study Investigating the Efficacy of a Multisyllabic Word Reading Intervention With and Without Motivational Beliefs Training for Struggling Readers, Toste et al. (2018). Outcome recorded: mixed. When we combined performance of students in both MWR conditions, intervention students significantly outperformed controls. View paper

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