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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. The earliest on record is from 2018.

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). Journal of Learning Disabilities. Outcome recorded: mixed. When we combined performance of students in both MWR conditions, intervention students significantly outperformed controls. Outcome read from the abstract. View paper

Cite this record

Toste, J. R., Capin, P., Vaughn, S., Roberts, G. J., & Kearns, D. M. (2017). Multisyllabic Word-Reading Instruction With and Without Motivational Beliefs Training for Struggling Readers in the Upper Elementary Grades: A Pilot Investigation. The Elementary School Journal, 117(4), 593–615. https://doi.org/10.1086/691684

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