Evidence map›Paper›PMID 41059100›Full record

ArticleJournal of educational psychology2024

Transfer between Reading Comprehension and Word-Problem Solving among Children with Learning Difficulty in Both Domains.

Lynn S Fuchs, Pamela M Seethaler, Sonya K Sterba, Douglas Fuchs, Laurie E Cutting, Jeannette Mancilla-Martinez, BrittanyLee N Martin, Daniel Espinas

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Journal of educational psychology, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.

0numbers the graph read from it
0cells of the map it votes in
2citing papers in PubMed
–field-weighted citation impact
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

2 citing papers in PubMed.

  1. Article
  2. Review
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

8 authors.

Lynn S FuchsVanderbilt University.
Pamela M SeethalerVanderbilt University.
Sonya K SterbaVanderbilt University.
Douglas FuchsVanderbilt University.
Laurie E CuttingVanderbilt University.
Jeannette Mancilla-MartinezVanderbilt University.
BrittanyLee N MartinVanderbilt University.
Daniel EspinasVanderbilt University.

Funding

THREE-TIERED PREVENTION MODEL TO BETTER SERVE ALL STUDENP30HD015052 · NICHD · VANDERBILT UNIVERSITY · PI DYKENS, ELISABETH MAY · 1985 to 2014
$18.6M
Overall: Eunice Kennedy Shriver Intellectual and Developmental Disabilities Research Center at VanderbiltP50HD103537 · NICHD · VANDERBILT UNIVERSITY MEDICAL CENTER · PI Lea K Davis · 2020 to 2026
$10.3M
Understanding Word-Reading & Calculations Comorbid Learning DisabilitiesR01HD097772 · NICHD · VANDERBILT UNIVERSITY · PI FUCHS, DOUG, FUCHS, LYNN S · 2019 to 2023
$3.1M
Word Problems, Language, & Comorbid Learning DisabilitiesP20HD075443 · NICHD · VANDERBILT UNIVERSITY · PI FUCHS, LYNN S · 2017 to 2021
$2.5M
Word Problems, Language, and Comorbid Learning DisabilitiesR24HD075443 · NICHD · VANDERBILT UNIVERSITY · PI FUCHS, LYNN S · 2012 to 2015
$1.9M
NICHD NIH HHS P20 HD075443NICHD NIH HHS P30 HD015052NICHD NIH HHS P50 HD103537NICHD NIH HHS R01 HD097772NICHD NIH HHS R24 HD075443
6 · The paper itself

Abstract

Reading comprehension (RC) and word-problem solving (WPS) both involve text processing. Yet, despite evidence that RC text-structure intervention improves RC, transfer to WPS has not been investigated. Similarly, despite evidence that WPS text-structure intervention improves WPS, transfer to RC has not been examined. The purpose of this randomized controlled trial was to assess effects of single-domain text-structure intervention (RC

Indexed as

comorbid reading and mathreading comprehensionword problemsword-problem solving

Identifiers

PMID41059100
PMCPMC12499653

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.