ArticleEducational psychologist2025
Centering Students with Learning Disabilities in Intervention Research: Implications for Educational Theory.
Article in Educational psychologist, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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.
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.
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Who cites it
0 citing papers in PubMed.
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Corrections and comments
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Authors and funding
5 authors.
Funding
Abstract
The amount of time students with learning disabilities (LD) spend in general education classes has steadily increased over the past half century. This article addresses the need to investigate the impact of class-wide instructional approaches for students with and without LD in general education settings. We describe the process of developing and testing two class-wide, inclusive instructional programs that have yielded meaningful impacts on reading outcomes for students with and without disabilities and influenced educational theories. To advance educational psychology research, theory, and practice, we also present recommendations for conducting rigorous intervention research that can improve understanding of the best ways to support the reading development of students with LD in inclusive settings.
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Registered trials
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.