Abstract:The purposes of this study were to (a) describe the extent to which motivational practices are incorporated in foundational reading interventions for students with or at risk for dyslexia in kindergarten through Grade 5 (K-5) and (b) explore whether the presence and type of motivational practices (i.e., supports vs. strategies) within foundational reading interventions influenced the magnitude of the intervention effects on reading outcomes. We analyzed the same set of studies as Hall et al. ( 2022), who meta-… Show more
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