Small-Group, Emergent Literacy Intervention Under Two Implementation Models: Intent-to-Treat and Dosage Effects for Preschoolers at Risk for Reading Difficulties
Shayne B. Piasta; Jessica A. R. Logan; Cynthia M. Zettler‐Greeley; Laura L. Bailet; Kandia Lewis; Leiah J. G. Thomas · 2022 · Journal of Learning Disabilities
WASTE classifies this as Negative / Null Result Report · AI classification, approximate
The study found no significant effect — useful as a negative control or null benchmark for your own design.
Abstract (excerpt)
Preschool-age children identified as at risk for later reading difficulties can benefit from supplemental, small-group emergent literacy intervention. As such interventions become commercially available and marketed to preschool programs,…
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Metadata source: OpenAlex · DOI 10.1177/00222194221079355