June 19, 2015

MCPER has published a code sheet that researchers can use to systematically gather information and data from studies identified for inclusion in syntheses and meta-analyses. These data include (but are not limited to) study participant characteristics, intervention components, treatment fidelity, and student outcomes. The accompanying manual provides guidelines for coder training, achieving reliability in using the code sheets, and data entry formatting and tips. The tool is free for researchers to use, but appropriate citation is required. To download the code sheet and manual and view the required citation, visit the MCPER Library.

Several MCPER researchers have already used the code sheet in their syntheses and meta-analyses. Click the links in the following list to read the studies.

Edmonds, M. S., Vaughn, S., Wexler, J., Reutebuch, C., Cable, A., Tackett, K. K., & Schnakenberg, J. W. (2009). A synthesis of reading interventions and effects on reading comprehension outcomes for older struggling readers. Review of Educational Research, 79(1), 262–300.

Scammacca, N., Roberts, G., Vaughn, S., Edmonds, M. S., Wexler, J., Reutebuch, C., & Torgesen, J. K. (2007). Interventions for adolescent struggling readers: A meta-analysis with implications for practice. Portsmouth, NH: RMC Research, Center on Instruction. 

Scammacca, N. K., Roberts, G., Vaughn, S., & Stuebing, K. K. (2013). A meta-analysis of interventions for struggling readers in grades 4–12: 1980–2011. Journal of Learning Disabilities. Advance online publication.

Solis, M., Ciullo, S., Vaughn, S., Pyle, N., Hassaram, B., & Leroux, A. (2011). Reading comprehension interventions for middle school students with learning disabilities: A synthesis of 30 years of research. Journal of Learning Disabilities. Advance online publication.

Wanzek, J., Wexler, J., Vaughn, S., & Ciullo, S. (2010). Reading interventions for struggling readers in the upper elementary grades: A synthesis of 20 years of research. Reading and Writing, 23, 889–912.

Wanzek, J., & Vaughn, S. (2007). Research-based implications from extensive early reading interventions. School Psychology Review, 36(4), 541–561.

Wanzek, J., Vaughn, S., Scammacca, N., Gatlin, B., Walker, M., & Capin, P. (2015). Meta-analyses of the effects of tier 2 type reading interventions in grades K–3. Educational Psychology Review, 1–26.

Wexler, J., Vaughn, S., Edmonds, M., & Reutebuch, C. K. (2008). A synthesis of fluency interventions for secondary struggling readers. Reading and Writing, 21, 317–347.