Social validity refers to participants’ perceptions regarding the goals, procedures, and effects of a practice. The collection and report of social validity data can serve an important role in understanding, and possibly remedying, obstacles affecting the successful adoption of empirically based practices by the field. Studies published between 2000 and 2006 were reviewed to provide a snapshot of the amount of social validity data reported on reading interventions. Results indicate that experimental research is scarce and that feedback from teachers and students is often not reported.
References marked with an asterisk indicate studies that were included in the review.
2.
*Al Otaiba, S., & Fuchs, D. ( 2006). Who are the young children for whom best practices in reading are ineffective? An experimental and longitudinal study. Journal of Learning Disabilities, 39(5), 414-432.
3.
*Baker, S., Gersten, R., & Keating, T. ( 2000). When less may be more: A 2-year longitudinal evaluation of a volunteer tutoring program requiring minimal training. Reading Research Quarterly, 35(4), 494-519.
4.
*Baumann, J.F., Font, G., Tereshinkski, C.A., Kame’enui, E.J., & Olejnik, S. ( 2002). Teaching morphemic and contextual analysis to fifth-grade students. Reading Research Quarterly, 37(2), 150-176.
5.
*Berninger, V.W., Abbott, K.V., Ogier, S., Brooksher, R., Zook, D., & Lemos, Z. ( 2002). Comparison of faster and slower responders to early intervention in reading: Differentiating features of their language profiles, Learning Disability Quarterly, 25(1), 59-78.
6.
*Bhat, P., Griffin, C.C., & Sindelar, P.T. (2003). Phonological awareness instruction for middle school students with learning disabilities. Reading Research Quarterly, 26(2), 73-88.
7.
*Bhattacharya, A., & Ehri, L.C. ( 2004). Graphosyllabic analysis helps adolescent struggling readers read and spell words. Journal of Learning Disabilities, 37(4), 331-348.
8.
*Blachman, B.A., & Schatschneider, C. (2004). Effects of intensive reading remediation for second and third graders and a 1-year follow-up. Journal of Educational Psychology, 96, 444-461.
9.
*Blom-Hoffman, J., O’Neil-Pirozzi, T., & Cutting, J. ( 2006). Read together, talk together: The acceptability of teaching parents to use dialogic reading strategies via videotaped instruction. Psychology in the Schools, 43(1), 71-78.
10.
*Brabham, E.G., & Lynch-Brown, C. (2002). Effects of teachers’ reading-aloud styles on vocabulary acquisition and comprehension of students in the early elementary grades. Journal of Educational Psychology , 94, 465-473.
11.
*Bryant, D.P., Vaughn, S., Linan-Thompson, S., Ugel, N., Hamff, A., & Hougen, M. ( 2000). Reading outcomes for students with and without reading disabilities in general education middle-school content area classes. Learning Disability Quarterly, 23(4), 238-252.
12.
*Bryant, D.P., Vaughn, S., Linan-Thompson, S., Ugel, N., Hamff, A., & Hougen, M. ( 2001). The effects of professional development for middle school general and special education teachers on implementation of reading strategies in inclusive content area classes. Learning Disability Quarterly , 24(4), 251-264.
13.
*Bulgren, J.A., Deshler, D.D., Schumaker, J.B., & Lenz, B.K. ( 2000). The use and effectiveness of analogical instruction in diverse secondary content classrooms. Journal of Educational Psychology, 92, 426-441.
14.
Burns, M.K., & Symington, T. ( 2002). A meth-analysis of prereferral intervention teams: Student and systemic outcomes. Journal of School Psychology, 40, 437-447.
15.
*Calhoon, M.B. ( 2005). Effects of a peer-mediated phonological skill and reading comprehension program on reading skill acquisition for middle school students with reading disabilities. Journal of Learning Disabilities , 38(5), 424-433.
16.
*Calhoon, M.B., Al Otaiba, S., Greenberg, D., King, A., & Avalos, A. ( 2006). Improving reading skills in predominantly Hispanic Title 1 first-grade classrooms: The promise of peer-assisted learning strategies . Learning Disabilities Research and Practice, 27(4), 261-272.
17.
Campbell, D.T., & Stanley, J.C. ( 1963). Experimental and quasi-experimental designs for research on teaching. In N. L. Gage (Ed.), Handbook of research on teaching (pp. 171-246). Washington, DC: American Educational Research Association.
18.
*Carlo, M.S., August, D., McLaughlin, B., Snow, C.E., Dressler, C., Lippman, D.N., et al. (2004). Closing the gap: Addressing the vocabulary needs of English language learners in bilingual and mainstream classrooms . Reading Research Quarterly, 39(2), 188-215.
19.
Carr, J.E., Austin, J.L., Britton, L.N., Kellum, K.K., & Bailey, J.S. ( 1999). An assessment of social validity trends in applied behavior analysis. Behavioral Interventions, 14, 223-231.
20.
*Castiglioni-Spalten, M.L., & Ehri, L.C. ( 2003). Phonemic awareness instruction: Contribution of articulatory segmentation to novice beginners’ reading and spelling. Scientific Studies of Reading, 7(1), 25-52.
21.
*Chapman, J.E., Tunmer, W.E., & Prochnow, J.E. (2001). Does success in the reading recovery program depend on developing proficiency in phonological-processing skills? A longitudinal study in a whole language instructional context. Scientific Studies of Reading, 5(2), 141-176.
22.
*Clarfield, J. ( 2006). Examining the efficacy of two computerized reading programs for kindergarten students at-risk for reading and behavior problems (Unpublished doctoral dissertation). University of Massachusetts, Amherst.
23.
*Collins, M.F. ( 2005). IRA outstanding dissertation award for 2005: ESL preschoolers’ English vocabulary acquisition from story-book reading. Reading Research Quarterly, 40(4), 406-408.
24.
*Compton, D.L., Olinghouse, N.G., Elleman, A., Vining, J., Appleton, A.C., Vail, J., et al. (2005). Putting transfer back on trial: Modeling individual differences in the transfer of decoding-skill gains to other aspects of reading acquisition. Journal of Educational Psychology , 97, 55-69.
25.
Cook, T.D. ( 2008, March). The political dilemmas associated with demonstrating that certain kinds of quasi-experiments routinely reproduce results of randomized experiments. Keynote address at the meeting of the Society for Research on Educational Effectiveness, Washington, DC.
26.
*Coyne, M.D., Kame’enui, E.J., Simmons, D.C., & Horn, B.A. ( 2004). Beginning reading intervention as inoculation or insulin: First-grade reading performance of strong responders to kindergarten intervention . Journal of Learning Disabilities, 37(2), 90-104.
27.
*Craig, S.A. ( 2006). The effects of an adapted interactive writing intervention on kindergarten children’s phonological awareness, spelling, and early reading development: A contextualized approach to instruction. Journal of Educational Psychology, 98, 714-731.
28.
*Denton, C.A., Fletcher, J.A., Anthony, J.L., & Francis, D.J. ( 2006). An evaluation of intensive intervention for students with persistent reading difficulties. Journal of Learning Disabilities, 39(5), 447-466.
29.
de Mesquita, P.B., & Zollman, A. ( 1995). Teacher’s preferences for academic intervention strategies in mathematics: Implications for instructional consultants. Journal of Educational and Psychological Consultation, 6(2), 159-174.
30.
*DiCecco, V.M., & Gleason, M.M. ( 2002). Using graphic organizers to attain relational knowledge from expository text. Journal of Learning Disabilities, 35(4), 306-320.
31.
Elliott, S.N. ( 1986). Children’s rating of the acceptability of classroom interventions for misbehavior: Findings and methodological considerations . Journal of School Psychology, 24, 23-35.
32.
Ellis, A.K. ( 2005). Research on educational innovations (4th ed.). Larchmont, NY: Eye on Education .
33.
*Fitzgerald, J. ( 2001). Can minimally trained college student volunteers help young at-risk children to read better? Reading Research Quarterly , 36(1), 28-47.
34.
Foster, S.L., & Mash, E.J. ( 1999). Assessing social validity in clinical treatment research issues and procedures. Journal of Consulting and Clinical Psychology, 67(3), 308-319.
35.
*Fuchs, D., Fuchs, L.S., Thompson, A., Al Otaiba, S., Yen, L., Yang, N.J., et al. (2001). Is reading important in reading-readiness programs? A randomized field trial with teachers as program implementers. Journal of Educational Psychology, 93, 251-267.
36.
Fuchs, L.S., & Fuchs, D.F. ( 2001). Principles for sustaining research-based practice in the schools: A case study. Focus on Exceptional Children, 33(6), 1-14.
37.
*Gonzalez, M.O., Espinel, A.G., & Rosquette, R.G. (2002). Remedial interventions for children with reading difficulties: Speech perception-An effective component in phonological training? Journal of Learning Disabilities , 35(4), 334-342.
38.
*Guthrie, J.T., Wigfield, A., Barbosa, P., Perencevich, K.C., Taboada, A., Davis, M.H., et al. (2004). Increasing reading comprehension and engagement through concept-oriented reading instruction. Journal of Educational Psychology, 96, 403-423.
39.
*Guthrie, J.T., Wigfield, A., & VonSecker, C. ( 2000). Effects of integrated instruction on motivation and strategy use in reading. Journal of Educational Psychology, 92, 331-341.
40.
*Haager, D., & Windmueller, M.P. (2001). Early reading intervention for English language learners at-risk for learning disabilities: Student and teacher outcomes in an urban school, Learning Disability Quarterly , 24(4), 235-259.
41.
*Hobbs, R., & Frost, R. ( 2003). Measuring acquisition of media literacy skills. Reading Research Quarterly, 38(3), 330-355.
42.
*Iversen, S., Tunmer, W.E., & Chapman, J.W. ( 2005). The effects of varying group size on the reading recovery approach to preventive early intervention. Journal of Learning Disabilities, 38(5), 456-472.
43.
*Japuntich, S., & Kaschak, M.P. ( 2004). Activity and imagined activity can enhance young children’s reading comprehension. Journal of Educational Psychology, 96, 424-436.
44.
*Jenkins, J.R., Peyton, J.A., Sanders, E.A., & Vadasy, P.F. ( 2004). Effects of reading decodable texts in supplemental first-grade tutoring. Scientific Studies of Reading, 8(1), 53-86.
45.
*Jimenez, J.E., Siegel, L.S., & Lopez, M.R. ( 2003). The relationship between IQ and reading disabilities in English-speaking Canadian and Spanish children. Journal of Learning Disabilities, 36(1), 15-23.
46.
*Jitendra, A.K., Edwards, L.L., & Starosta, K. ( 2004). Early reading instruction for children with reading difficulties: Meeting the needs of diverse learners. Journal of Learning Disabilities, 37(5), 421-439.
47.
*Johnson-Glenberg, M.C. ( 2000). Training reading comprehension in adequate decoders/poor comprehenders: Verbal versus visual strategies. Journal of Educational Psychology, 92, 772-782.
48.
*Johnston, F.R. ( 2000). Word learning in predictable text. Journal of Educational Psychology, 92, 248-255.
49.
*Jones, M.S., Levin, M.E., Levin, J.R., & Beitzel, B.D. ( 2000). Can vocabulary-learning strategies and pair-learning formats be profitably combined? Journal of Educational Psychology , 92, 256-262.
50.
*Jordan, G.E., Snow, C.E., & Porche, M.V. ( 2000). Project EASE: The effect of a family literacy project on kindergarten students’ early literacy skills. Reading Research Quarterly, 35(4), 524-546.
Kazdin, A.E. ( 1977). Assessing the clinical and applied importance of behavior change through social validation. Behavior Modification, 1(4), 427-451.
53.
Kennedy, C.H. ( 1992). Trends in the measurement of social validity. Behavior Analyst, 15, 147-156.
54.
*Koskinen, P.S., Blum, I.H., Bisson, S.A., Phillips, S.M., Creamer, T.S., & Baker, T.K. ( 2000). Book access, shared reading, and audio models: The effects of supporting the literacy learning of linguistically diverse students in school and at home. Journal of Educational Psychology, 92, 23-36.
55.
*Landry, S.H., Swank, P.R., Smith, K.E., Assel, M.A., & Gunnewig, S.B. (2006). Enhancing early literacy skills for preschool children: Bringing a professional development model to scale. Journal of Learning Disabilities, 39(4), 306-324.
56.
*Lederer, J.M. ( 2000). Reciprocal teaching of social studies in inclusive elementary classrooms. Journal of Learning Disabilities, 33(1), 91-106.
57.
Lee, J., Grigg, W., & Donahue, P. ( 2007). The nation’s report card: Reading, 2007 (NCES 2007-496) . Washington, DC: U.S. Department of Education, National Center for Education Statistics, Institute of Education Sciences.
58.
Limb, G., & Chance, T. ( 2006, January). Utilizing a social validity framework to bridge the research to practice divide: An Indian child welfare example. Paper presented at the meeting of the Society for Social Work Research, San Antonio, TX.
59.
*Linan-Thompson, S., Vaughn, S., Prater, K., & Cirino, P.T. ( 2006). The response to intervention of English language learners at risk for reading problems. Journal of Learning Disabilities , 39(5), 390-398.
60.
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61.
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62.
*Lovett, M.W., Lacerenza, L., Borden, S.L., Frijters, J.C., Steinbach, K.A., & De Palma, M. ( 2000). Components of effective remediation for developmental reading disabilities: Combining phonological and strategy-based instruction to improve outcomes. Journal of Educational Psychology, 92, 263-283.
63.
*Lovett, M.W., Steinbach, K.A., & Frijters, J.C. (2000). Remediating the core deficits of developmental reading disability: A double-deficit perspective. Journal of Learning Disabilities, 33(4), 334-58.
64.
Malouf, D.B., & Schiller, E.P. (1995). Practice and research in special education. Exceptional Children, 61(5), 414-424.
65.
*Manset-Williamson, G., & Nelson, J.M. ( 2005). Balanced, strategic reading instruction for upper-elementary and middle school students with reading disabilities: A comparative study of two approaches. Learning Disability Quarterly, 28(1), 59-75.
66.
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67.
*Mason, L.H. ( 2004). Explicit self-regulated strategy development versus reciprocal questioning: Effects on expository reading comprehension among struggling readers. Journal of Educational Psychology, 96, 283-296.
68.
*Mathes, P.G., & Babyak, A.E. ( 2001). The effects of peer-assisted literacy strategies for first-grade readers with and without additional mini-skills lessons. Learning Disabilities Research and Practice, 16(1), 28-44.
69.
*Mathes, P.G., Denton, C.A., Fletcher, J.M., Anthony, J.L., Francis, D.J., & Schatschneider, C. (2005). The effects of theoretically different instruction and student characteristics on the skills of struggling readers. Reading Research Quarterly, 40(2), 148-192.
70.
*Mathes, P.G., Torgesen, J.K., & Allor, J.H. ( 2001). The effects of peer-assisted literacy strategies for first-grade readers with and without additional computer-assisted instruction in phonological awareness. American Educational Research Journal , 38(2), 371-410.
71.
*McCutchen, D., Abbott, R.D., Green, L.B., Beretvas, S.N., Cox, S., Potter, N.S., et al. (2002). Beginning literacy: Links among teacher knowledge, teacher practice, and student learning. Journal of Learning Disabilities, 35(1), 69-86.
72.
*Miltich, A.P. ( 2003). Factors related to social validity: Teacher perceptions of project early literacy-school engagement (Unpublished doctoral dissertation) . Georgia State University, Atlanta .
73.
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74.
*Morris, D., Tyner, B., & Perney, J. ( 2000). Early steps: Replicating the effects of a first-grade reading intervention program. Journal of Educational Psychology , 92, 681-693.
75.
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80.
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81.
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82.
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83.
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84.
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89.
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90.
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91.
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