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Supporting Collaborative Efforts in Implementing Evidence-Based Reading Interventions: The Role of Online Databases

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Bibliographic Details
Title: Supporting Collaborative Efforts in Implementing Evidence-Based Reading Interventions: The Role of Online Databases
Language: English
Authors: Coffee, Gina, Newell, Markeda L., Kennedy, Adam S.
Source: Journal of Educational & Psychological Consultation. 2014 24(2):81-95.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 15
Publication Date: 2014
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Reading Instruction, Intervention, Evidence, Databases, Educational Cooperation, Instructional Effectiveness, Consultation Programs
DOI: 10.1080/10474412.2014.903188
ISSN: 1047-4412
Abstract: The purpose of this article is to provide an explanation of how effective reading interventions are identified. Through a review of the National Reading Panel's general findings, along with a review of systems currently used to evaluate and disseminate specific reading interventions, a discussion of what works in reading is presented. The Evidence-Based Intervention Network is presented as a resource for facilitating collaboration across disciplines. Finally, a framework to guide collaborating professionals in the implementation of evidence-based reading interventions is proposed.
Abstractor: As Provided
Number of References: 21
Entry Date: 2014
Accession Number: EJ1030145
Database: ERIC
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Description
Abstract:The purpose of this article is to provide an explanation of how effective reading interventions are identified. Through a review of the National Reading Panel's general findings, along with a review of systems currently used to evaluate and disseminate specific reading interventions, a discussion of what works in reading is presented. The Evidence-Based Intervention Network is presented as a resource for facilitating collaboration across disciplines. Finally, a framework to guide collaborating professionals in the implementation of evidence-based reading interventions is proposed.
ISSN:1047-4412
DOI:10.1080/10474412.2014.903188