A Systematic Review on Quality Indicators of Randomized Control Trial Reading Fluency Intervention Studies

Naveenkumar, Nithya; Georgiou, George K.; Vieira, Ana Paula Alves; Romero, Sandra; Parrila, Rauno

doi:10.1080/10573569.2021.1961647

Cited by 6 publications

(6 citation statements)

References 48 publications

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“…The CEC Standards are a common assessment tool in educational research. They are not exclusive to the field of special education [ 77 ], but they have also been used for systematic reviews in adult and higher education (e.g., [ 83 , 84 , 85 , 86 , 87 ]).…”

Section: Methodsmentioning

confidence: 99%

Effects of Arts-Based Pedagogy on Competence Development in Nursing: A Critical Systematic Review

Sandberg

2024

Nursing Reports

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The integration of arts-based methods into nursing education is a topic of growing interest in nursing practice. While there is an emerging body of research on this subject, evidence on competence development remains vague, largely due to methodological weaknesses. The purpose of this review is to evaluate the effectiveness of arts-based pedagogy in nursing, specifically in terms of students’ changes in knowledge, skills, and attitudes. It explores which arts-based approaches to nursing education qualify as evidence-based practice in terms of nursing competence. A systematic critical review of research on arts-based pedagogy in nursing was conducted, identifying 43 relevant studies. These studies were assessed for methodological quality based on the CEC Standards for evidence-based practice, and 13 high-quality comparative studies representing a variety of arts-based approaches were selected. Creative drama was identified as the only evidence-based practice in the field, positively affecting empathy. The findings highlight a research gap in nursing education and emphasize the need for measurement and appraisal tools suitable for the peculiarities of arts-based pedagogy.

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Section: Methodsmentioning

confidence: 99%

Effects of Arts-Based Pedagogy on Competence Development in Nursing: A Critical Systematic Review

Sandberg

2024

Nursing Reports

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“…The CEC Standards for Evidence-Based Practices in Special Education (2014) were used to evaluate the methodological quality of the studies included in this review. Although not all participants in the studies were identified as having a disability or special education needs, we used the CEC standards to follow the same process as that used in two recent studies by Naveenkumar et al (2022) and Stewart and Austin (2020). Each of the 17 studies in this review was evaluated against the standards, which comprise eight quality indicators (QI) that consist of one or more indicator elements.…”

Section: Quality Coding Proceduresmentioning

confidence: 99%

“…A similar code sheet to that used by Naveenkumar et al (2022) was employed to evaluate the studies against each of the eight QIs. The sheet consisted of two columns used to mark whether the study satisfactorily met each QI.…”

Section: Quality Coding Proceduresmentioning

confidence: 99%

Systematic Review on Quality Indicators of Randomised Controlled Trial Reading Intervention Studies for Students in Years 7–12

Calvi,

Vieira,

Georgiou

et al. 2023

Australas. j. spec. incl. educ.

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A number of studies have examined the effects of reading interventions for younger readers; however, there does not appear to be any existing syntheses examining the effect of reading interventions on students in Years 7–12. The purpose of this study was to establish whether such a synthesis is feasible by reviewing the methodological quality of randomised controlled trial studies examining the effect of reading interventions for secondary students, using the Council for Exceptional Children (CEC) standards. A total of 17 studies were identified and reviewed. Overall, only two studies met all eight CEC quality indicators. All studies met the quality indicators for intervention agent, and context and settings. Findings, limitations and recommendations for future directions of study are discussed.

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“…Reading fluency is usually defined as the capacity to read a text quickly, accurately, and with prosody and serves as a vital indicator of students who may be at risk of encountering reading challenges [5,6]. In a multi-tier framework, one of the indicators used in universal screenings to identify these at-risk students is the number of words read correctly per minute [1,[7][8][9][10]. Multitiered systems of support (MTSS) are evidence-based models aimed at preventing learning difficulties by providing varying levels of support based on student performance [11].…”

Section: Introductionmentioning

confidence: 99%

“…Students who are not fluent readers by the end of the third grade may find it challenging to understand the content in subsequent grades. Therefore, a lack of reading fluency by the third grade can serve as an early warning sign of potential academic struggles in the future [5,7,8].…”

Section: Introductionmentioning

confidence: 99%

Fluency Training for Struggling Readers: Examining the Effects of a Tier-2 Intervention in Third Graders

Cruz,

Mendes,

Alves

et al. 2023

Education Sciences

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Tier-2 reading fluency interventions are specifically tailored for struggling readers, addressing their unique needs. The aim of this study was to examine the impact of a Tier-2 reading fluency intervention on reading capabilities and motivation among third-grade students identified as at risk. The intervention employed various strategies, including non-repetitive reading, exploration of challenging words, model reading, eco-reading, assisted reading, and both self- and hetero-assessment of reading proficiency. A two-group randomized controlled trial was employed, comprising an intervention group (N n = 162) and a delayed intervention control group (N = 183). Both groups underwent pre-test and post-test evaluations in reading accuracy and fluency. Additionally, a separate cohort of students without reading difficulties was assessed (N = 225). The intervention resulted in significantly improved word reading accuracy and reading fluency scores in the intervention group compared to the control group. While the gap between the intervention and control groups was slightly reduced, no significant effects on motivation were observed. These findings underscore the relevance of Tier-2 reading fluency interventions in preventing the development of persistent reading difficulties.

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A Systematic Review on Quality Indicators of Randomized Control Trial Reading Fluency Intervention Studies

Cited by 6 publications

References 48 publications

Effects of Arts-Based Pedagogy on Competence Development in Nursing: A Critical Systematic Review

Effects of Arts-Based Pedagogy on Competence Development in Nursing: A Critical Systematic Review

Systematic Review on Quality Indicators of Randomised Controlled Trial Reading Intervention Studies for Students in Years 7–12

Fluency Training for Struggling Readers: Examining the Effects of a Tier-2 Intervention in Third Graders

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