This meta-analysis investigated the effects on achievement of type of graphing paper employed in displaying student performance data collected over time. The data source was 15 controlled studies with 16 effect sizes. The average weighted unbiased effect sizes for 6-cycle and equal interval paper, respectively, were .53 and .46. Hedges's analogue to analysis of variance indicated this difference was not statistically reliable. Implications for special education practice are discussed.
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