When classifying the evidence base of practices, special education scholars typically appraise study quality to identify and exclude from consideration in their reviews unacceptable-quality studies that are likely biased and might bias review findings if included. However, study quality appraisals used in the process of identifying evidence-based…

A meta-analysis by Tran, Sanchez, Arellano, and Swanson (2011) of the published RTI literature found that the magnitude of effect size (ES) between responders and low responders at posttest was significantly moderated by the pretest ES and the type of dependent measure administered, whereas no significant moderating effects were found in the mixed…

Issues are raised about the Council for Learning Disabilities Research Committee's standards for describing research subjects, including justification for the recommended standards, relationship between description of subjects and probability of replication, and impact of the type of research on subject description standards. Recommendations are…

A review of 208 studies of children with learning disabilities (LD) published in 10 major journals between 1988 and 1990 examined the extent to which recommendations concerning research design and reporting made in 1980 and 1984 have been implemented. The review found continuing problems, including imprecise subject descriptions, heterogeneous…