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Doing Qualitative Research

National Science Education Standards

Epidemiological data are reviewed on the prevalence, course, socio-demographic correlates, and societal costs of major depression throughout the world. Major depression is estimated in these surveys to be a commonly occurring disorder. Although estimates of lifetime prevalence and course vary substantially across countries for reasons that could involve both substantive and methodological processes, the cross-national data are clear in documenting meaningful lifetime prevalence with wide variation in age-of-onset and high risk of lifelong chronic-recurrent persistence. A number of sociodemographic correlates of major depression are found consistently across countries, and cross-national data also document associations with numerous adverse outcomes, including difficulties in role transitions (e.g., low education, high teen childbearing, marital disruption, unstable employment), reduced role functioning (e.g., low marital quality, low work performance, low earnings), elevated risk of onset, persistence and...

https://www.annualreviews.org/doi/pdf/10.1146/annurev-publhealth-031912-114409

The epidemiology of depression across cultures

Transforming Qualitative Data: Description, Analysis, and Interpretation

This article reports a synthesis of intervention studies conducted between 1994 and 2004 with older students (Grades 6–12) with reading difficulties Interventions addressing decoding, fluency, vocabulary, and comprehension were included if they measured the effects on reading comprehension Twenty-nine studies were located and synthesized Thirteen studies met criteria for a meta-analysis, yielding an effect size (ES) of 089 for the weighted average of the difference in comprehension outcomes between treatment and comparison students Word-level interventions were associated with ES = 034 in comprehension outcomes between treatment and comparison students Implications for comprehension instruction for older struggling readers are described

/pdf/a-synthesis-of-reading-interventions-and-effects-on-reading-26an2rfwy0.pdf

A Synthesis of Reading Interventions and Effects on Reading Comprehension Outcomes for Older Struggling Readers

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/pdf/interventions-for-adolescent-struggling-readers-a-meta-33sg97vvxv.pdf

Interventions for Adolescent Struggling Readers: A Meta-Analysis with Implications for Practice.

This study examined the effectiveness of a yearlong, researcher-provided, Tier 2 (secondary) intervention with a group of sixth-graders. The intervention emphasized word recognition, vocabulary, fluency, and comprehension, Participants scored below a proficiency level on their slate accountability test and were compared to a similar group of struggling readers receiving school-provided instruction. All students received the benefits of content area teachers who participated in researcher-provided professional development designed to integrate vocabulary and comprehension practices throughout the school day (Tier 1). Students who participated in the Tier 2 intervention showed gains on measures of decoding, fluency, and comprehension, but differences relative to students in the comparison group were small (median d = +0.16). Students who received the re searcher-provided intervention scored significantly higher than students who received comparison intervention on measures of word attack, spelling, the state accountability measure, passage comprehension, and phonemic decoding efficiency, although most often in particular subgroups.

/pdf/response-to-intervention-for-middle-school-students-with-2hqb552xa5.pdf

Response to Intervention for Middle School Students With Reading Difficulties: Effects of a Primary and Secondary Intervention.

A synthesis of the extant research on reading interventions for students with reading difficulties and disabilities in fourth and fifth grade (ages 9–11) is presented. Thirteen studies with treatment/comparison study designs and eleven single group or single subject studies were located and synthesized. Findings from the 24 studies revealed high effects for comprehension interventions on researcher-developed comprehension measures. Word recognition interventions yielded small to moderate effects on a range of reading outcomes. Few studies were located implementing vocabulary and multi-component interventions.

/pdf/reading-interventions-for-struggling-readers-in-the-upper-4wutoifd0u.pdf

Reading interventions for struggling readers in the upper elementary grades: a synthesis of 20 years of research

/pdf/d-academic-literacy-instruction-for-adolescents-a-guidance-3t2sep9lgy.pdf

Jade Wexler

Papers

A Synthesis of Reading Interventions and Effects on Reading Comprehension Outcomes for Older Struggling Readers

Interventions for Adolescent Struggling Readers: A Meta-Analysis with Implications for Practice.

Response to Intervention for Middle School Students With Reading Difficulties: Effects of a Primary and Secondary Intervention.

Reading interventions for struggling readers in the upper elementary grades: a synthesis of 20 years of research

D, . Academic literacy instruction for adolescents: A guidance document from the Center on Instruction.