Meta-Analysis of Single-Case Design Research on Self-Regulatory Interventions for Academic Performance

Perry, Valerie; Albeg, Loren; Tung, Catherine

doi:10.1007/s10864-012-9156-y

Cited by 37 publications

(24 citation statements)

References 29 publications

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“…This research based the coding categories on study features used by the What Works Clearinghouse (WWC) in study reviews and used in previous meta-analyses (e.g., An and Kim, 2018;Perry et al, 2012). The extensive coding categories included the participant (e.g., grade level, disability type) and intervention (e.g., type of intervention, implementer, and session duration) related variables, and other characteristics of studies such as study design, sample size, and reported findings.…”

Section: Coding Proceduresmentioning

confidence: 99%

A meta-analysis of single-subject reading intervention studies for struggling readers: using Improvement Rate Difference (IRD)

Kim

Yeji

Shin

et al. 2020

Heliyon

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The purpose of this study is to examine and identify effective variables related to single-subject reading interventions for the struggling readers. This study conducted meta-analysis of 84 single-subject research articles of which 54 were published in Korean and 30 were published in English. Utilizing the Improvement Rate Difference (IRD), a total of 586 effect sizes were produced with the mean effect size of 0.77. Intervention variables were categorized into two typesparticipant-related and intervention-related variables. Collected studies were analyzed for each effect size calculation. Variables having large effects within grade levels, disability types, implementer and session duration are discerned along with further discussion and educational implications.

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Section: Coding Proceduresmentioning

confidence: 99%

A meta-analysis of single-subject reading intervention studies for struggling readers: using Improvement Rate Difference (IRD)

Kim

Yeji

Shin

et al. 2020

Heliyon

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“…The Welsh Government, for example, has identified that their curriculum requires modernising, and that, "The case for fundamental change is powerful." (Donaldson 2015 Baas et al 2015, Dignath, Buettner, and Langfeldt 2008b, Donker et al 2014, Perry, Albeg, and Tung 2012.…”

Section: Metacognition In Historical and Policy Contextsmentioning

confidence: 99%

“…When academics turn their attention to the teaching of science, similar outcomes are observed (Zohar and Barzilai 2013), leading some to the conclusion that metacognition is most effective when used with mathematics or science. However, when research is conducted to specifically explore the cross-curricular impact of metacognition (Perry, Albeg, andTung 2012, Mannion andMercer 2016) the data suggests that metacognition has a much wider applicability. Indeed, it is fair to say that the evidence suggests that teaching and learning metacognitive skills and knowledge can add value across the whole curriculum.…”

Section: Metacognition In Historical and Policy Contextsmentioning

confidence: 99%

Metacognition in schools: what does the literature suggest about the effectiveness of teaching metacognition in schools?

2018

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This paper focuses on a neglected area of school policy and practice: metacognition. As education becomes increasingly evidence-informed policy makers, school leaders and teachers are becoming increasingly research literate and have ready access to an evergrowing range of evidence about 'what works' in schools. Influential sources of evidence, such as the Education Endowment Foundation's Teaching and Learning Toolkit, often indicate that teaching metacognition in schools can have a very positive effect on pupils' outcomes. In this paper, we examine over fifty studies to ascertain the effect of teaching metacognition in schools on pupils' outcomes and their wellbeing. Following our review it is clear that there is strong evidence indicating the when metacognition is effectively taught in schools then there is a very positive effect on pupil outcomes; there is less evidence about the relationship between teaching metacognition and pupil wellbeing, but the evidence which does exist is also very positive. Having identified that teaching metacognition can help improve pupil outcomes in schools, we then pose questions about the English government's attitudes towards evidence-based practice. We ask why the government adopts some policies and strategies which have an international evidence base, while not adopting other policies or strategies which have at least an equally strong evidence base. This paper concludes by suggesting how policies and practices can be improved at in schools, Initial Teacher Education establishments and at the level of national policy.

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“…Self-monitoring involves teaching an individual to observe and record his or her behavior with the goal of changing the behavior in the future (Axelrod, Zhe, Haugen, & Klein, 2009; DuPaul & Stoner, 2010). Self-monitoring has been effective in improving a number of academic behaviors in youth, including on-task behavior (Moore, Anderson, Glassenbury, Lang, & Didden, 2013; Rafferty, Arroyo, Ginnane, & Wilczynski, 2011), homework completion (Falkenberg & Barbetta, 2013; Merriman & Codding, 2008), and academic performance (Mooney, Ryan, Uhing, Reid, & Epstein, 2005; Perry, Albeg, & Tung, 2012).…”

Section: Psychosocial Interventions For Adhdmentioning

confidence: 99%

Self-Monitoring by College Students With ADHD: The Impact on Academic Performance

Scheithauer

Kelley

2014

J Atten Disord

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Meta-Analysis of Single-Case Design Research on Self-Regulatory Interventions for Academic Performance

Cited by 37 publications

References 29 publications

A meta-analysis of single-subject reading intervention studies for struggling readers: using Improvement Rate Difference (IRD)

A meta-analysis of single-subject reading intervention studies for struggling readers: using Improvement Rate Difference (IRD)

Metacognition in schools: what does the literature suggest about the effectiveness of teaching metacognition in schools?

Self-Monitoring by College Students With ADHD: The Impact on Academic Performance

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