Abstract
A synthesis of the commentaries to our leadoff paper is presented, along with our replies to some of the specific comments offered. When the original analysis and the commentaries are combined, an exceptionally thorough summary of issues that should be considered by intervention researchers emerges. We hope this set of issues will be useful to the educational research community.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Almasi, J., Palmer, B. M., Gambrell, L. B., and Pressley, M. (in press). Toward disciplined inquiry: A methodological analysis of whole language research.Educ. Psychol.
Bracht, G. H., and Glass, G. V. (1968). The external validity of experiments.Am. Educ. Res. J. 5: 437–444.
Campbell, D. T., and Stanley, J. C. (1966).Experimental and Quasi-Experimental designs for Research. Rand McNally, Chicago.
Cohen, J. (1988).Statistical Power Analysis for the Behavioral Sciences (2nd ed.), Erlbaum & Associates, Hillsdale, NJ.
Harris, K. R. (1985). Conceptual, methodological, and clinical issues in cognitive-behavioral assessment.J. Abnorm. Child Psychol. 13: 373–390.
Harris, K. R. (1988). Learning disabilities research: The need, the integrity, and the challenge.J. Learn. Dis. 21: 267–270, 274.
Harris, K. R., and Graham, S. (1992). Self-regulated strategy development: A part of the writing process. In Pressley, M., Harris, K. R., and Guthrie, J. T. (eds.),Promoting Academic Competence and Literacy in School. Academic Press, San Diego, CA.
Harris, K. R., and Pressley, M. (1991). The nature of cognitive strategy instruction: Interactive strategy construction.Except. Children, 57: 392–404.
Harris, K. R., Mamlin, N., Case, L. P., and Pressley, M. (1993).A Methodological Analysis of Research on the Locus of Control Among Children with Learning Disabilities. University of Maryland, Department of Special Education, College Park, MD.
Lysynchuk, L. M., Pressley, M., D'ailly, H., Smith, M., and Cake, H. (1989). A methodological analysis of experimental studies of comprehension strategy instruction.Reading Res. Quart. 24: 458–470.
MacArthur, C., Schwartz, S., Graham, S., Harris, K. R., and Molloy, D. (April 1994).The Influence of Teachers' Beliefs and Knowledge on Strategy Instruction: A Qualitative View. Presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.
Marks, M., Pressley, M., Coley, J. D., Craig, S., Gardner, R., Rose, W., and DePinto, T. (1993). Teachers' adaptations of reciprocal teaching: Progress toward a classroom-compatible version of reciprocal teaching.Elem. School J. 94: 267–283.
Pressley, M., Forrest-Pressley, D. L., and Elliott-Faust, D. (1988). What is strategy instructional enrichment and how to study it: Illustrations from research on children's prose memory and comprehension. In Weinert, F., and Perlmutter, M. (eds.),Memory Development: Universal Changes and Individual Development. Erlabaum & Associates, Hillsdale, NJ, pp. 101–130.
Pressley, M., El-Dinary, P. B., Gaskins, I., Schuder, T., Bergman, J. L., Almasi, J., and Brown, R. (1992a). Beyond direct explanation: transactional instruction of reading comprehension strategies.Elem. School J. 92: 511–554.
Pressley, M., Harris, K. R., and Marks, M. B. (1992b). But good strategy instructors are constructivists!!Educ. Psychol. Rev. 4: 1–32.
Pressley, M., Schuder, T., SAIL Faculty and Administration, Bergman, J. L., and El-Dinary, P.B. (1992c). A researcher-educator collaborative interview study of transactional comprehension strategies instruction.J. Educ. Psychol. 84: 231–246.
Pressley, M., El-Dinary, P., Brown, R., Schuder, T., Pioli, M., Gaskins, I., and Benchmark School Faculty (1994). Transactional instruction of reading comprehension strategies. In Mangieri, J., and Block, C. C. (eds.),Creating Powerful Thinking in Teachers and Students: Diverse Perspectives. Harcourt Brace Jovanovich, Fort Worth, TX.
Sawyer, R. S., Graham, S., and Harris, K. R. (1992). Direct instruction, strategy instruction, and strategy instruction with explicit self-regulation: effects on learning disabled students' composition skills and self-efficacy.J. Educ. Psychol. 84: 340–352.
Van Meter, P., Yokoi, L., and Pressley, M. (1994).A Theory of Notetaking Derived from Student's Perceptions of Notetaking. Manuscript under publication review, University at Albany, State University of New York, Department of Educational Psychology and Statistics, Albany, NY.
Author information
Authors and Affiliations
Additional information
A draft of this synthesis was circulated among the commentators in this special issue, with a request to determine whether their views were represented fairly. There were few reservations expressed, and in every case when a concern was expressed, we concluded on review that slight adjustment was required to present the commentator's perspective more clearly and/or fairly, and we attempted to do so.
Rights and permissions
About this article
Cite this article
Pressley, M., Harris, K.R. More about increasing the quality of educational intervention research: A synthesis. Educ Psychol Rev 6, 271–289 (1994). https://doi.org/10.1007/BF02213189
Issue Date:
DOI: https://doi.org/10.1007/BF02213189