| Authors: |
Roberts G, Vaughn S, Fletcher J, Stuebing K, Barth A |
|
| Title: |
Effects of a response-based, tiered framework for intervening with struggling readers in middle school |
| Source: |
Reading Research Quarterly 2013 48(3): 237-254 |
| Year: |
2013 |
| Research Design: |
Randomised Controlled Trial |
| Rating Score: |
03/10
This rating is confirmed
Eligibility specified - Y
Random allocation - Y
Concealed allocation - N
Baseline comparability - N
Blind subjects - N
Blind therapists - N
Blind assessors - N
Adequate follow-up - N
Intention-to-treat analysis - N
Between-group comparisons - Y
Point estimates and variability - Y
|
| Abstract: |
Copyright release for this abstract has not been obtained. |
| Access: |
Paywall |
