Evidence map›Paper›PMID 31223220›Full record

ArticleEducational psychology review2018

Examining How Treatment Fidelity Is Supported, Measured, and Reported in K-3 Reading Intervention Research.

Philip Capin, Melodee A Walker, Sharon Vaughn, Jeanne Wanzek

Open access · greenAbstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Educational psychology review, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.

0numbers the graph read from it
0cells of the map it votes in
6citing papers in PubMed
2.0field-weighted citation impact, top 13% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

6 citing papers in PubMed, 47 citations in OpenAlex.

  1. Article
  2. Review
  3. Article
  4. Article
  5. Article
  6. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

4 authors at 3 institutions in 1 country.

Philip CapinMeadows Center for Preventing Educational Risk, University of Texas at Austin, 1912 Speedway, D4900, SZB 228, Austin, TX 78712-1284, USA.ORCID 0000-0003-4955-9879
Melodee A WalkerSchool of Education, Boston University, Boston, MA, USA.
Sharon VaughnMeadows Center for Preventing Educational Risk, University of Texas at Austin, 1912 Speedway, D4900, SZB 228, Austin, TX 78712-1284, USA.
Jeanne WanzekDepartment of Special Education, Vanderbilt University, Nashville, TN, USA.
The University of Texas at Austin · USBoston University · USVanderbilt University · US

Funding

Texas Center for Learning DisabilitiesP50HD052117 · NICHD · UNIVERSITY OF HOUSTON · PI FLETCHER, JACK M · 2006 to 2023
$26.9M
Research Project: Sensory and Multisensory Contributions to AutismU54HD083211 · NICHD · VANDERBILT UNIVERSITY MEDICAL CENTER · PI DYKENS, ELISABETH MAY · 2015 to 2019
$7.1M
NICHD NIH HHS P50 HD052117NICHD NIH HHS U54 HD083211
6 · The paper itself

Abstract

Treatment fidelity data (descriptive and statistical) are critical to interpreting and generalizing outcomes of intervention research. Despite recommendations for treatment fidelity reporting from funding agencies and researchers, past syntheses have found treatment fidelity is frequently unreported (e.g., Swanson,

Indexed as

Fidelity of implementationIntervention fidelityIntervention researchReading interventionTreatment fidelityTreatment integrity

Identifiers

PMID31223220
PMCPMC6586249
OpenAlexW2770812077

What OpenQuestion holds

Textmetadata
LicenceTDM
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.