Utilizing Meta‐Analyses to Guide Practice: A Primer.
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| Title: | Utilizing Meta‐Analyses to Guide Practice: A Primer. |
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| Authors: | Therrien, William J. (AUTHOR), Cook, Bryan G. (AUTHOR), Cook, Lysandra (AUTHOR) |
| Source: | Learning Disabilities Research & Practice (Wiley-Blackwell). Aug2020, Vol. 35 Issue 3, p111-117. 7p. 2 Charts. |
| Subjects: | Learning disabilities, Students with disabilities, Consumer research, Publication bias, Meta-analysis |
| Abstract: | Meta‐analysis is one approach for synthesizing research studies to identify generally effective instructional practices for students with learning disabilities (LD). In this article, we define core components of meta‐analytic literature reviews, discuss how to interpret findings from meta‐analyses, and provide guidelines for how research consumers can utilize meta‐analyses to guide instructional practices for students with LD. We conclude that meta‐analyses provide valuable information for determining evidence‐based practices for students with LD. [ABSTRACT FROM AUTHOR] |
| Copyright of Learning Disabilities Research & Practice (Wiley-Blackwell) is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Meta‐analysis is one approach for synthesizing research studies to identify generally effective instructional practices for students with learning disabilities (LD). In this article, we define core components of meta‐analytic literature reviews, discuss how to interpret findings from meta‐analyses, and provide guidelines for how research consumers can utilize meta‐analyses to guide instructional practices for students with LD. We conclude that meta‐analyses provide valuable information for determining evidence‐based practices for students with LD. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 09388982 |
| DOI: | 10.1111/ldrp.12230 |
