Evidence map›Paper›PMID 42306555›Full record

ArticleRemedial and special education : RASE2024

An Extensive Reading Intervention for Emergent Bilingual Students With Significant Reading Difficulties in Middle School.

Philip Capin, Jeremy Miciak, Bethany Hamilton, Greg Roberts, Paul K Steinle, Jack Fletcher, Sharon Vaughn

Abstract read
In one paragraph

Article in Remedial and special education : RASE, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.

0numbers the graph read from it
0cells of the map it votes in
3citing 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

3 citing papers in PubMed.

  1. Article
  2. Article
  3. 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

7 authors.

Philip CapinMeadows Center for Preventing Educational Risk, Department of Special Education, University of Texas at Austin.ORCID 0000-0003-4955-9879
Jeremy MiciakUniversity of Houston.ORCID 0000-0002-0662-9497
Bethany HamiltonMeadows Center for Preventing Educational Risk, Department of Special Education, University of Texas at Austin.ORCID 0000-0001-9090-7519
Greg RobertsMeadows Center for Preventing Educational Risk, Department of Special Education, University of Texas at Austin.ORCID 0000-0002-7680-8757
Paul K SteinleMeadows Center for Preventing Educational Risk, Department of Special Education, University of Texas at Austin.ORCID 0000-0002-4300-2378
Jack FletcherUniversity of Houston.ORCID 0000-0002-1181-6721
Sharon VaughnMeadows Center for Preventing Educational Risk, Department of Special Education, University of Texas at Austin.ORCID 0000-0001-8305-5549

Funding

Texas Center for Learning DisabilitiesP50HD052117 · NICHD · UNIVERSITY OF HOUSTON · PI FLETCHER, JACK M · 2006 to 2023
$26.9M
NICHD NIH HHS P50 HD052117
6 · The paper itself

Abstract

This study evaluated the effects of a reading intervention for emergent bilingual students with significant reading difficulties in Grades 6 and 7 within a multi-site randomized controlled trial. Emergent bilinguals were randomized to a researcher-provided intervention (

Identifiers

PMID42306555
PMCPMC13268578

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.