Review Gold Open Access 2020

Targeted school-based interventions for improving reading and mathematics for students with, or at risk of, academic difficulties in Grades 7–12: A systematic review

Campbell Systematic Reviews
Journal · Vol. 16 · Issue 2 · Art. e1081
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Author Affiliations
VIVE – The Danish Center of Social Science Research, Copenhagen, Denmark
H. Lundbeck A/S, Copenhagen, Hovedstaden, Denmark
Professionshøjskolen Absalon, Soro, Sjaelland, Denmark
Funding & Acknowledgements
No funding information
References 10 References
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3 Barrow, Lisa, Technology's Edge: The Educational Benefits of Computer-Aided Instruction, American Economic Journal: Economic Policy, 1, 1, pp. 52-74, (2009)
4 Effects of Intensive Computer Based Language Intervention on Language Functioning and Reading Achievement in Language Impaired Adolescents, (2000)
5 Bhat, Preetha, Phonological awareness instruction for middle school students with learning disabilities, Learning Disability Quarterly, 26, 2, pp. 73-87, (2003)
6 Bhattacharya, Alpana, Graphosyllabic analysis helps adolescent struggling readers read and spell words, Journal of Learning Disabilities, 37, 4, pp. 331-348, (2004)
7 Borman, Geoffrey D., A randomized field trial of the fast forword language computer-based training program, Educational Evaluation and Policy Analysis, 31, 1, pp. 82-106, (2009)
8 Bosnjak, Amira, An Intervention to Retrain Attributions Using CBT: A Pilot Study, Educational and Developmental Psychologist, 34, 1, pp. 19-30, (2017)
9 Evaluation of New Century Education Software at Grant Joint Union High School District, (2005)
10 Boyle, Joseph R., The effects of a cognitive mapping strategy on the literal and inferential comprehension of students with mild disabilities, Learning Disability Quarterly, 19, 2, pp. 86-98, (1996)
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