Abstract
This response analyzes Harris and Pressley's position on improving the quality of educational intervention research. It contrasts two different approaches to the interpretation of such research—technology transfer and heuristic interpretations—and their underlying assumptions. Harris and Pressley's positions are generally supported, but within the heuristic rather than the technology transfer perspective.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Adams, M. J. (1990).Beginning to Read. MIT Press, Cambridge, MA.
Biemiller, A. (1970). A development of the use of graphic and contextual information as children learn to read.Reading Res. Quart. 6: 75–96.
Cohen, J. (1988).Statistical Power Analysis for the Behavioral Sciences (2nd Ed.). Erlbaum, Hillsdale, NJ.
Gersten, R., and Carnine, D. (1986). Direct instruction in reading comprehension.Educ. Leadership 43(7): 70–78.
Glass, G. V., McGaw, B., and Smith, M. L. (1981).Meta-Analysis in Social Research. Sage, Beverly Hills, CA.
Hunt, R. A., and Vipond, D. (1992). First, catch the rabbit: Methodological imperative and the dramatization of dialogic reading. Beach, R., Green, J. L., Kamil, M. L., and Shanahan, T. (eds.), Multidisciplinary perspectives on literacy research. National Conference on Research in English, Urbana, IL, pp. 69–90.
Slavin, R. E., and Madden, N. A. (1989). What works for students at risk: A research synthesis.Educ. Leadership 29: 4–13.
Smith, F. (1982).Understanding Reading. Holt, Rinehart & Winston, New York.
Stipek, D., and Weisz, J. (1981). Perceived personal control and academic achievement.Rev. Educ. Res. 51: 101–137.
Venezky, R. L., and Johnson, D. (1973). Development of two letter-sound patterns in grades one through three.J. Educ. Psychol. 64: 109–115.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Shanahan, T. Assumptions underlying educational intervention research: A commentary on Harris and Pressley. Educ Psychol Rev 6, 255–262 (1994). https://doi.org/10.1007/BF02213187
Issue Date:
DOI: https://doi.org/10.1007/BF02213187