WWC review of this study

The effects of theoretically different instruction and student characteristics on the skills of struggling readers.

Mathes, P. G., Denton, C. A., Fletcher, J. M., Anthony, J. L., Francis, D. J., & Schatschneider, C. (2005). Reading Research Quarterly, 40(2), 148–182. Retrieved from: https://eric.ed.gov/?id=EJ684359

  •  examining 
    163
     Students
Meets WWC standards without reservations

Reviewed: June 2016

Study sample characteristics were not reported.
Meets WWC standards with reservations

Reviewed: February 2009

Characteristics of study sample as reported by study author.


  • 2% English language learners

  • Female: 41%
    Male: 59%
  • Race
    Black
    44%
    Native American
    0%
    White
    32%
  • Ethnicity
    Hispanic
    24%
    Not Hispanic
    76%

  • Urban

Reviewed: September 2006

Study sample characteristics were not reported.
 

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