This pre-registered systematic review and meta-analysis aimed to answer if K-2 students at risk (Population) for reading impairment benefited from a response to tier 2 reading intervention (Intervention) compared to teaching as usual, (Comparator), on word decoding outcomes (Outcome), based on randomized controlled trials (Study type). Eligibility…

There are increasing numbers of English learners (ELs) in American classrooms today. Some of them have developmental language disorder (DLD) and receive intervention in the school setting. It is ideal to provide intervention that supports bilingual development in both the first language (L1) and English. When providing therapy, speech-language…

The main purpose of this meta-analysis study is to investigate how formative assessment practices promote student learning in Turkey. 32 studies with 47 effect sizes that met the specified criteria such as using true experimental or quasi-experimental design and measuring learning outcomes were included as the final analysis in the meta-analytical…

Educators and researchers are increasingly interested in evaluating and promoting socio-emotional learning (SEL) beginning in early childhood (Newman & Dusunbury in 2015; Zigler & Trickett in American Psychologist 33(9):789-798 https://doi.org/10.1037/0003-066X.33.9.789, 1978). Decades of research have linked participation in high-quality…

The success of school-based mental health interventions is often inconsistent, in part due to lack of input from teachers and students in the programme design. Therefore, the involvement and engagement of teachers in the co-production of an intervention, especially within data analysis, can create more innovative and effective solutions. This…

Mindfulness-based interventions (MBIs) can result in positive "side effects," such as concentration and individual well-being, highly desirable to schools operating within a neoliberalist agenda emphasizing performativity. However, employing a critical literature review, we argue that adverse side effects also occur, though…

Background: Information and communication technology (ICT) reading interventions can help children with reading difficulties, especially those in resource-constrained environments who otherwise might not have support. Objectives: (1) Provide an overview of ICT reading interventions used globally with primary school children. (2) Provide further…

Students in high school or secondary school face challenges that too often lead them to drop out of school. Administrators and staff in many of these schools have attempted to address this challenge by adopting a framework of Positive Behavior Interventions and Supports (PBIS) that offers graduated tiers of intervention suited to students' needs.…

Objective: Social and Emotional Learning (SEL) is at the heart of preschool education. Although there are many SEL programmes to guide early childhood teachers' practice, seldom has empathy been a focus for teaching or assessment. Method: This study examined methods to teach empathy in the early years and investigated skills that promote its…

Early intervention for children with reading impairments is crucial in order to achieve reading improvements and avoid school failure. One line of reading intervention research focuses on the experimental manipulation of reading rate through a text-fading training approach. Considering relevant reading-related predictors (i.e., orthographic…

Purpose: Early studies of perceptual learning of dysarthric speech, those summarized in Borrie, McAuliffe, and Liss (2012), yielded preliminary evidence that listeners could learn to better understand the speech of a person with dysarthria, revealing a potentially promising avenue for future intelligibility interventions. Since then, a…

Purpose: The aim of this study was to extract key learning from intervention studies in which qualitative aspects of dosage, "dose form," have been examined for children with developmental language disorder (DLD)--in vocabulary, morphosyntax, and phonology domains. This research paper emerged from a pair of systematic reviews, aiming to…

Background: The co-establishment of social and sociomathematical norms in the microculture of South African classrooms and its possible effects on early number learning has largely been unexplored. Social norms are considered to be general classroom norms that are relevant in any teaching and learning space, whilst sociomathematical norms are…

Dimensional comparisons between math and verbal achievements affect students' academic self-concepts by increasing (decreasing) students' self-concept in the subject with their intraindividual higher (lower) achievement. Dimensional comparison theory assumes that dimensional comparisons are also triggered by external influences. The present…

Dropout from engineering studies has been linked to 'fixed mindset' beliefs of intelligence as fixed-at-birth that make students more likely to disengage when facing new challenges. In contrast, 'growth mindset' beliefs that intelligence can be improved with effort make students more likely to persist when confronting difficulties. This systematic…