A meta‐regression model of six potential categorical moderators of comparison group studies indicted no significant moderators. Hedges' g effect sizes measures suggest pretest–posttest one‐group AR studies have moderate effects (g = 0.541) while comparison group AR studies have marginal effects (g = 0.278). Participants included 16,653 students enrolled in elementary, middle, and high school. A total of 44 studies from peer‐reviewed journal articles and dissertations met the inclusion criteria. This study investigated potential moderating variables, including publication type, participant, and study characteristics that impact student reading outcomes. A meta‐analytic review of the AR was conducted to analyse its effectiveness as an evidence‐based intervention for improving student reading achievement, attitude, and motivation. The program aims to enhance students' reading achievement and encourage students to read more through goal setting and frequent reading practice. ![]() The limitations of this study and directions for the cluster, policy and research are discussed.Īccelerated reader (AR) is a computerized reading program commonly used in schools. Our data suggest that the reports had very little impact on existing provision, and some schools continued to use the same interventions. ![]() One year later, we conducted a follow‐up study to assess if schools’ knowledge of the evidence for the interventions, presented through a summary report, had an impact on their provision. We then conducted a rapid systematic review of the literature for these interventions and found that 30% had some evidence of positive impact on pupil outcomes, 67% had no published evidence, and 3% had causal evidence to suggest they were ineffective. Following screening, we included 138 of these in the analysis and categorised them according to the ‘SEN Areas of Need’. Using questionnaires, we evidenced 242 interventions. We conducted this study to assess the range and evidence of interventions used in a school cluster in Wales, which comprised two secondary schools, seven primary schools and one special school. Little is known about what intervention programmes/approaches are used in schools and whether they are evidence‐based. Instead, approaches to teaching and learning are often informed by trends and the opinions and experiences of practitioners. Although some practitioners now access the external research evidence when deciding which interventions to adopt in their school, research suggests many still do not. ![]() The last decade has seen an increased focus through policy and research for schools to move towards an evidence‐informed practice.
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