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Replication of an Experimental Study Investigating the Efficacy of a Multisyllabic Word Reading Intervention With and Without Motivational Beliefs Training for Struggling Readers

Jessica R. Toste, Philip Capin, Kelly J. Williams, Eunsoo Cho, Sharon Vaughn

Journal of Learning Disabilities, 2018. DOI 10.1177/0022219418775114

Has this study been replicated?

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

Study replicated

• Multisyllabic Word-Reading Instruction With and Without Motivational Beliefs Training for Struggling Readers in the Upper Elementary Grades: A Pilot Investigation, Toste et al. (2017). The Elementary School Journal. View paper

Cite this record

Toste, J. R., Capin, P., Williams, K. J., Cho, E., & Vaughn, S. (2018). Replication of an Experimental Study Investigating the Efficacy of a Multisyllabic Word Reading Intervention With and Without Motivational Beliefs Training for Struggling Readers. Journal of Learning Disabilities, 52(1), 45–58. https://doi.org/10.1177/0022219418775114

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