A Study of the Relation of Rhythm Ability to Reading Achievement in a Sample of Fifth-Grade Students

Moon, Margarete

doi:10.32597/theses/171

Cited by 1 publication

(1 citation statement)

References 43 publications

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“…Some of this research finds positive effects on pupil outcomes (e.g., McGlinn & Parrish, 2002;Nunnery et al, 2006;Nunnery & Ross, 2007;Rodriguez, 2007;Topping & Fisher, 2003). Notably, some studies show no impact from using AR, and a number report greater gains in the control groups (Huang, 2012;Melton et al, 2004;Pavonetti et al, 2002). The current study considered four studies to be moderate quality (2-3 ) and with mixed findings (see Table 11).…”

Section: Say All Fast Minute Every Day Shuffled (Safmeds)mentioning

confidence: 99%

Assessing the range and evidence‐base of interventions in a cluster of schools

Pegram

Watkins

Hoerger

et al. 2022

Review of Education

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The last decade has seen an increased focus through policy and research for schools to move towards an evidence‐informed practice. Although some practitioners now access the external research evidence when deciding which interventions to adopt in their school, research suggests many still do not. Instead, approaches to teaching and learning are often informed by trends and the opinions and experiences of practitioners. Little is known about what intervention programmes/approaches are used in schools and whether they are evidence‐based. We conducted this study to assess the range and evidence of interventions used in a school cluster in Wales, which comprised two secondary schools, seven primary schools and one special school. Using questionnaires, we evidenced 242 interventions. Following screening, we included 138 of these in the analysis and categorised them according to the ‘SEN Areas of Need’. We then conducted a rapid systematic review of the literature for these interventions and found that 30% had some evidence of positive impact on pupil outcomes, 67% had no published evidence, and 3% had causal evidence to suggest they were ineffective. One year later, we conducted a follow‐up study to assess if schools’ knowledge of the evidence for the interventions, presented through a summary report, had an impact on their provision. Our data suggest that the reports had very little impact on existing provision, and some schools continued to use the same interventions. The limitations of this study and directions for the cluster, policy and research are discussed.

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