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February 2020: Profile Reliability of Cognitive Ability Subscores

Read Dr. Pat Taylor's summary of a study by Styck, Beaujean, and Watkinson (2019) on profile reliability of cognitive ability subscores.

January 2020: Are Reading Interventions for ELLs Effective?

Read Hsuan-Hui Wang, Paul Steinle, and Dr. Yusra Ahmed's summary of a meta-analysis by Ludwig and colleagues (2019) on reading interventions for English language learners.

December 2019: Converting to Privatization: A Discourse Analysis of Dyslexia Policy Narratives

Read Paul Steinle and Dr. Sharon Vaughn's summary of an analysis by Gabriel (2019) on dyslexia policy narratives.

November 2019: Long-Term Effects of Phonemic Awareness, Phonics, Fluency, and Reading Comprehension Interventions

Read Johny Daniel and Dr. Jeremy Miciak's summary of a Suggate (2016) meta-analysis examining the long-term effects of reading interventions.

October 2019: Effect of a Social Studies Intervention on Vocabulary Knowledge of Below-Average Readers

Read Hsuan-Hui Wang, Paul Steinle, and Dr. Stephanie Stillman's summary of a study by Scammacca and Stillman (2018) on the effect of a social studies intervention on the vocabulary knowledge of below-average readers.

September 2019: A Meta-Analysis: Are Students With Disabilities Accessing the Curriculum?

Read Paul Steinle and Dr. Nancy Scammacca Lewis' summary of a meta-analysis by Gilmour, Fuchs, and Wehby (2019) on the reading achievement gap between students with and without disabilities.

August 2019: Defining Summer Gain Among Elementary Students With or at Risk for Reading Disabilities

Read Jordan Dille & Dr. Phil Capin's summary of an article by Reed et al. (2019) on defining summer gain among elementary students with or at risk for reading disabilities.

July 2019: Specific Learning Disabilities: 50 years of Science and Practice

Read Dr. Philip Capin and Jordan Dille's summary of an article by Grigorenko et al. (2019) on specific learning disabilities: 50 years of science and practice.

June 2019: Effects of a Language‐Based Reading Intervention on Bilingual Learners

Read Johny Daniel and Dr. Philip Capin's summary of a Proctor and colleagues (2019) study of the effects of a language‐based reading intervention on bilingual learners.

May 2019: Reading Comprehension Profiles of ELLs and Non-ELLs Through the Lexical Quality Hypothesis

Read Johny Daniel and Dr. Philip Capin's summary of a study by O’Connor, Geva, & Koh (2019) on reading comprehension of ELLs and non-ELLs through the lexical quality hypothesis lens.

April 2019: Evaluating the Effects of Supplemental Reading Intervention Using a Regression Discontinuity Design

Read Paul Steinle and Dr. Phil Capin's summary of a Coyne et al. (2018) study on the effects of a supplemental reading intervention using a regression discontinuity design.

March 2019: SCD: Children With Poor Reading Comprehension Despite Adequate Decoding

Read Dr. Nancy Scammacca's summary of a meta-analysis by Spencer and Wagner (2018) on specific reading comprehension deficits.

February 2019: Reading Comprehension Difficulties in Language Minority Learners and Native English Speakers

Read Lexy House and Dr. Phil Capin's summary of an article by Lesaux and Kieffer (2010) on reading comprehension difficulties among language minority learners and native English speakers.

January 2019: Critical Periods in Language Learning

Read Dr. Arturo E. Hernandez's summary of a study by Hartshorne and colleagues (2018) on whether there is an ideal age to learn a second language and why later learners do not reach the same language attainment as mature native speakers.

December 2018: Psychosocial Factors and Community College Student Success

Read Dr. Paul T. Cirino's summary of a meta-analysis by Fong and colleagues (2017) on psychosocial factors and community college student success.

November 2018: The Effectiveness of Direct Instruction: A Meta-Analysis

Read Dr. Sharon Vaughn's summary of a meta-analysis by Stockard and colleagues (2018) on the effectiveness of Direct Instruction.

October 2018: The Role of Language-Specific and Domain-General Resources in Reading Comprehension

Read Dr. Yusra Ahmed's summary of an article by Kopatich and colleagues (2018) on language-specific and domain-general resources' role in comprehension. Ahmed also reports the findings from a modeling exercise in which she used the data from the article to fit alternative models.

September 2018: Control Engagement During Sentence and Inhibition Tasks in Children With Reading Difficulties

Read Mary Abbe Roe's summary of an article by Roe and colleagues (2018) on the role of executive control in reading among children who have difficulty with reading comprehension and word reading fluency.

August 2018: Core Selective Evaluation Process and LD Identification

Read Dr. Jack M. Fletcher's thoughts on a chapter by Cheramie, Schanding, and Streich that examines the Core Selective Evaluation Process and dual discrepancy/consistency models for identifying learning disabilities.

July 2018: Data-Based Decision Making in Reading Interventions

Read Dr. Jeremy Miciak's summary of a literature review and meta-analysis by Filderman and colleagues (2018) that examines the effectiveness of data-based decision making in reading interventions.