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You may select Education Research Matters entries by date (see left sidebar) or search by keyword and/or filter by project below.

July 2013: Treating Childhood Anxiety in Schools

Read Dr. Amie Grills's recommendations about treating childhood anxiety in schools, based on Sulkowski, M. L., Joyce, D. K., & Storch, E. A. (2012). Treating childhood anxiety in schools: Service delivery in a response to intervention paradigm. Journal of Child and Family Studies, 21, 938–947.


June 2013: Young ChildrenÕs Decision-Making on the Marshmallow Task

Read Dr. Jessica Church-Lang’s recommendations about environmental reliability and grit based on Kidd, C., Palmeri, H., & Aslin, R. N. (2013). Rational snacking: Young children’s decision-making on the marshmallow task is moderated by beliefs about environmental reliability. Cognition, 126(1), 109–114.


May 2013: Interpreting Statistical Effects of Educational Interventions

Read Dr. Saro Mohammed’s thoughts on interpreting effects based on Lipsey, M. W., Puzio, K., Yun, C., Hebert, M. A., Steinka-Fry, K., Cole, M. W., . . .Busick, M. D. (2012). Translating the statistical representation of the effects of education interventions into more readily interpretable forms (NCSER 2013-3000). Washington, DC: National Center for Special Education Research, Institute of Education Sciences.


April 2013: Proposed Changes to ADHD and LD in the DSM-5

Read Dr. Jack Fletcher’s thoughts on some of the upcoming changes to DSM-5, based on Tannock, R. (2013). Rethinking ADHD and LD in DSM-5: Proposed changes in diagnostic criteria. Journal of Learning Disabilities, 46(1), 5–25.


March 2013: Academic Outcomes for Children After Traumatic Brain Injury

Read Dr. Sharon Vaughn’s recommendations on instruction for students with traumatic brain injury, based on ​​Vu, J. A., Babikian, T., & Asarnow, R. F. (2011). Academic and language outcomes in children after traumatic brain injury: A meta-analysis. Exceptional Children, 77(3), 263–281.


February 2013: Effects of Parental Involvement in Middle School

​Read Dr. Nancy Scammacca’s recommendations on parent involvement techniques to improve middle school students’ academic achievement and on future research of this topic, based on Hill, N., & Tyson, D. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45, 740–763.​


January 2013: Is Working Memory Training Effective?

​Read Dr. Paul Cirino’s recommendations about the research on working memory training and its relation to academic outcomes, based on Melby-Lervåg, M., & Hulme, C. (2012).  Is working memory training effective? A meta-analytic review. Developmental Psychology. Advance online publication.


December 2012: Long-Term Effects of Higher Quality Early Child Care

Read Dr. Greg Roberts’ recommendations about early child care and its relation to later academic success, based on ​Dearing, E., McCartney, K., & Taylor, B. A. (2009). Does higher quality early child care promote low-income children’s math and reading achievement in middle childhood? Child Development, 80(5), 1329–1349.


November 2012: Interpreting Effect Sizes

​Read Dr. Karla Steubing’s recommendations for interpreting effect sizes based on Kelley, K., & Preacher, K. J. (2012). On effect size. Psychological Methods, 17, 137–152.


October 2012: Schooling in Adolescence Raises IQ Scores

​Read Dr. Michael Vaughn’s recommendations for practice based on Brinch, C. N., & Galloway, T. A. (2011). Schooling in adolescence raises IQ scores. Proceedings of the National Academy of Sciences, 109(2), 425–430. doi:10.1073/pnas.1106077109.


September 2012: Improving the Accuracy of Academic Screening Instruments

Read Dr. Amy Barth’s recommendations for practice based on Johnson, E. S., Jenkins, J. R., Petscher, Y., & Catts, H. W. (2009). How can we improve the accuracy of screening instruments? Learning Disabilities Research and Practice, 24, 174–185.