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Effects of Supplemental Reading Interventions in Authentic Contexts: A Comparison of Kindergarteners' Response

Deborah C. Simmons, Michael D. Coyne, Shanna Hagan-Burke, Oi-Man Kwok, Leslie Simmons, Caitlin Johnson, Yuanyuan Zou, Aaron B. Taylor, Athena Lentini Mcalenney, Maureen Ruby, Yvel C. Crevecoeur

Exceptional Children, 2011. DOI 10.1177/001440291107700204

Has this study been replicated?

The atlas records 1 replication of this study. Recorded outcomes: 1 successful. The earliest on record is from 2013.

Replications

• Replicating the Impact of a Supplemental Beginning Reading Intervention: The Role of Instructional Context, Coyne et al. (2013). Journal of Research on Educational Effectiveness. Outcome recorded: successful. Multilevel hierarchical linear analyses revealed no statistically significant differences between conditions on any measure. Outcome read from the abstract. View paper

Cite this record

Simmons, D. C., Coyne, M. D., Hagan-Burke, S., Kwok, O.-M., Simmons, L., Johnson, C., Zou, Y., Taylor, A. B., Mcalenney, A. L., Ruby, M., & Crevecoeur, Y. C. (2011). Effects of Supplemental Reading Interventions in Authentic Contexts: A Comparison of Kindergarteners' Response. Exceptional Children, 77(2), 207–228. https://doi.org/10.1177/001440291107700204

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