Matthew S. Hall’s research while affiliated with University of Minnesota, Duluth and other places

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Publications (3)


Table 2 Median effect sizes according to student and intervention variables. 
Meta-analysis of targeted small-group reading interventions
  • Article
  • Full-text available

November 2017

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9,889 Reads

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76 Citations

Journal of School Psychology

Matthew S. Hall

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Small-group reading interventions are commonly used in schools but the components that make them effective are still debated or unknown. The current study meta-analyzed 26 small-group reading intervention studies that resulted in 27 effect sizes. Findings suggested a moderate overall effect for small-group reading interventions (weighted g = 0.54). Interventions were more effective if they were targeted to a specific skill (g = 0.65), then as part of a comprehensive intervention program that addressed multiple skills (g = 0.35). There was a small correlation between intervention effects and group size (r = 0.21) and duration (r = 0.11). Small-group interventions led to a larger median effect size (g = 0.64) for elementary-aged students than for those in middle or high school (g = 0.20), but the two confidence intervals overlapped. Implications for research and practice are discussed.

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Table 1 Mean Number of Words Retained, Sentences Identified (as Using the Word Correctly), and Words Retained per Minute by Condition Incremental Rehearsal Exponential Incremental Rehearsal n = 18 n = 18 
Examining the use of spacing effect to increase the efficiency of incremental rehearsal

April 2016

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674 Reads

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14 Citations

Psychology in the Schools

Sarah E. Swehla

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Incremental rehearsal (IR) is a highly effective intervention that uses high repetition and a high ratio of known to unknown items with linearly spaced known items between the new items. It has been hypothesized that narrowly spaced practice would result in quick learning, whereas items that are widely spaced would result in longer-term retention. The current study examined the effect of spacing by teaching vocabulary words to 36 fourth-grade students. Each student was randomly assigned to a widely spaced IR condition (i.e., one unknown item, one known item, one unknown item, two known items, one unknown item, three known items, and an increase in the number of known items presented each time by one) or an IR condition in which spacing increased exponentially (IR-Exp; i.e., one unknown item, one known item, one unknown item, two known items, one unknown item, four known items, and one unknown item, eight known items). The results indicated that the students in the study retained twice as much information with the widely spaced IR than with the IR-Exp condition, but the latter required half as much time. IR and IR-Exp were equally efficient, but IR continues to be superior to all other flashcard approaches in improving retention.


Problem Analysis at Tier 2: Using Data to Find the Category of the Problem

January 2016

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356 Reads

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13 Citations

The current chapter discusses research regarding methods to focus reading and mathematics interventions at tier 2. A problem analysis model for reading that involves targeting the most fundamental skill is presented in which the student struggles by focusing on the broad categories of comprehension, fluency, decoding, and phonemic awareness. Data from the Path to Reading Excellence in School Sites Project are then presented in which he problem analysis framework was used to target interventions for 175 second- and third-grade students. The data suggested that targeting the intervention based on problem analysis of the four broad areas led to more growth than a comprehensive intervention that was implemented by the school, and more growth than students who were above fall benchmark standards (tier 1). However, these positive results were also dependent on effective grade-level teams to conduct the problem analysis, an easy-to-use data warehouse system, a data manager to facilitate the problem analysis, implementation integrity of the interventions, and quality core instruction.

Citations (3)


... Small group instruction targeting reading fluency has been shown to be effective, with most participants improving significantly (Begeny et al., 2018). The effectiveness of small group reading interventions is further supported by meta-analysis of small group reading interventions, which indicates a moderate overall effect, with targeted interventions being more effective than comprehensive ones (Hall & Burns, 2018). The impact of small group instruction is also evident in English Language Learners (ELLs), with higher gains observed in students enrolled in direct instruction interventions that explicitly target foundational reading skills (Calderon & Slavin, 2011). ...

Reference:

Optimizing Reading Instruction through Flexible Grouping Practices
Meta-analysis of targeted small-group reading interventions

Journal of School Psychology

... (p. 6) Burns et al. (2016) provide an illustrative example of the need for Tier 2 within a multi-tiered system of support to provide timely intervention for students without intensive resourcing. They suggest that in a school of 650 students, approximately 130 may require support beyond that provided at Tier 1. ...

Reference:

Tier 2
Problem Analysis at Tier 2: Using Data to Find the Category of the Problem
  • Citing Chapter
  • January 2016

... One feature that differentiates the various flashcard procedures used within schools and that is examined within the literature is the extent to which known stimuli are interspersed with unknown stimuli (Swehla et al., 2016). Different approaches lie on a continuum of known-to-unknown ratios, spanning 0 known (i.e., traditional drill; Cooke et al., 1993) to 90% known stimuli (i.e., incremental rehearsal; Burns, 2004). ...

Examining the use of spacing effect to increase the efficiency of incremental rehearsal

Psychology in the Schools