Comparing Regression Discontinuity and Multivariate Analyses of Variance: Examining the Effects of a Vocabulary Intervention for Students at Risk for Reading Disability

Autor/inn/en	Ashworth, Kristen E.; Pullen, Paige C.
Titel	Comparing Regression Discontinuity and Multivariate Analyses of Variance: Examining the Effects of a Vocabulary Intervention for Students at Risk for Reading Disability
Quelle	In: Learning Disability Quarterly, 38 (2015) 3, S.131-144 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948714555020
Schlagwörter	Vocabulary; Intervention; At Risk Students; Reading Difficulties; Instructional Effectiveness; Regression (Statistics); Multivariate Analysis; Research Design; Comparative Analysis; Feasibility Studies; Response to Intervention; Quasiexperimental Design; Educational Research; Grade 1; Elementary School Students; Pretests Posttests; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Wortschatz; Reading difficulty; Leseschwierigkeit; Unterrichtserfolg; Regression; Regressionsanalyse; Multivariate Analyse; Forschungsdesign; Bildungsforschung; Pädagogische Forschung; School year 01; 1. Schuljahr; Schuljahr 01
Abstract	The purpose of this study was to compare the results of a regression discontinuity design (RDD) with those of an experimental design of a tiered vocabulary intervention for children at risk for reading disability to determine RDD's feasibility as a research methodology for this type of study. Researchers reanalyzed an archival dataset of a previous study that determined the effectiveness of the intervention through a randomized experiment. Results were comparable for the receptive outcome scores in direction, magnitude, and significance, although the magnitude of the treatment effect for the RDD was slightly higher. Results were also comparable for contextual outcome scores with respect to direction and magnitude. We present possible reasons for the different results between studies, limitations, and future research. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01