Beruflich Dokumente
Kultur Dokumente
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Daniel Coffin
Northcentral University
CoffinDEDU7001-4 2
CoffinDEDU7001-4 3
The purpose of this paper is to compare and contrast the two bibliography management
services, RefWorks and Zotero. Both offer a number of features to assist researchers in organizing and
making use of research references, but some slight differences in the way each goes about doing so will
make all the difference in which is more useful, as I discovered in making my determination to use
RefWorks.
Examining RefWorks
internet connection. Users may use the site to create their own personalized database of references used
in research, and then link these entries to full-text versions of the articles cited in a research database
like EBSCOhost. RefWorks can also automatically assemble from the references in the user database a
bibliography and in-text citations formatted to a number of different styles, including APA, MLA, and
Chicago Style.
Examining Zotero
Zotero is a bibliography management service which can either be used within the Firefox web
browser, or a standalone application which interfaces with the Chrome or Safari browsers. Zotero can
be used to upload articles, images, media files, and screenshots to a searchable database, which can
then be synced with the cloud and shared across multiple devices. Zotero can generate footnotes, in-
text citations, and bibliographies in a number of different styles. Finally, there is a social component
In Conclusion
Zotero is undoubtedly the more robust of the two services, with a number of appealing features
that RefWorks doesnt offer at this time. The requirement to download and install software to use
CoffinDEDU7001-4 4
Zotero, however, might be an impediment to other users who dont have or wish to use Firefox or are
using computers on which they do not have administrative privileges. Conversely, the requirement to
be connected to the internet in order to access the database is a strike against RefWorks. If I used the
Firefox browser, I would probably prefer Zotero. However, due to the fact I use a Chromebook, I am a
dedicated Chrome browser user. Furthermore, having to be connected to the internet also isnt a
problem, as I have to anyway to make use of the Chromebook. As such, it appears that RefWorks is the
Hypothesis Would How effective is a repeated What types of What are the How effective
or Research implementing a reading and oral previewing intervention effect sizes for is precision
Questions differentiated fluency intervention on the studies have normal, at-risk, teaching as an
instructional reading rate and accuracy of taken place to low readers and intervention
model result in middle school students with improve oral reading disabled targeting
gains on oral academic and behavioral reading fluency readers from reading fluency
reading fluency, disabilities? of elementary posttest to for typically
standardized Will the inclusion of students with follow up? developing
reading contingent reinforcement LD? To what degree children?
achievement and performance feedback How effective do phonemic
scores, and increase the efficacy of the are awareness,
scores on high- aforementioned interventions in phonics,
stakes intervention? increasing oral fluency,
assessments for reading fluency comprehension,
general for elementary and mixed
education students with interventions
students? LD? result in
different effect
sizes on
different
outcome
measures?
To what extent
do sample
characteristics,
including grade,
gender, and
intervention
language, relate
to follow-up
effect size?
How do the
methodological
quality
indicators of
sample attrition,
experimental
design,
treatment
fidelity, and
sample size
with respect to
publication
bias, influence
effect size?
How do the
intervention
characteristics
CoffinDEDU7001-4 7
of intervention
length and
administrator,
instructor-
student ratio,
months to
follow up, and
the presence of
a booster
intervention
relate to effect
size?
Population 83 3rd grade Four middle school students, 12 peer 71 peer Four girls and
and students, divided two boys, two girls, from reviewed reviewed and three boys
Sample into four grades 6-8, all diagnosed education published between the
intervention and with a specific learning journals which studies which ages of 7 and 8
two control disability or attention deficit focused on the denoted the in a regular 2nd
classrooms hyperactivity disorder; all implementation type of reading grade
were receiving regular of an oral assessment, classroom
instruction in a self-contained reading fluency included a
classroom for students with intervention follow-up, and
academic and behavior specifically for included a
difficulties. primary age control or
students with comparison
LD. group.
Methodolog Quasi- Single-subject multiple Meta-analysis; Meta-analysis; Single-subject
y experimental baseline design. study data were study data were multiple
design. All Intervention was conducted analyzed and analyzed and baseline
participants by research assistants; coded by study coded by experimental
were assessed during the baseline, the author, intervention design.
prior to research assistant read aloud participant age, outcome, pre-
intervention and to the student with no grade, gender, reading
once instruction; during the and ethnicity; measures,
intervention was Read- Model-Read (RMR) treatment reading
ended; condition, the student first description, measures,
examiners did read the passage silently and measure sample risk
not know the independently before information, status,
intervention reading it again while the and findings. intervention
condition. research assistant modeled a Effect size of type, and study
Participants slow-rate fluent reading of treatment was methodology.
were assessed the passage. The student calculated as Effect sizes of
with Fountas & would then read the passage the mean interventions
Pinnell oral again independently. During outcome of were calculated
reading fluency, the Read-Model- treatment group for measures
Wechsler Read+Contingent and control taken before
Individual Reinforcement/Performance group divided and after
Achievement Feedback (RMR+CR/PF) by the pooled intervention and
Test II, and the phase, students continued to within-group at follow-up.
IREAD-3 and receive the aforementioned standard Effect sizes
ISTEP+ RMR treatment with the deviation. The were then
standardized test addition of a reinforcer. four types of categorized into
CoffinDEDU7001-4 8
References
Hilsmier, A. S., Wehby, J.H., & Falk, K.B. (2016). Reading fluency interventions for middle school
students with academic and behavioral disabilities. Reading Improvement, 53(2), 53-64.
Jefferson, R.E, Grant, C.E., & Sander, J.B. (2017). Effects of Tier I differentiation and reading
intervention on reading fluency, comprehension, and high stakes measures. Reading
Psychology, 38(1), 97-124.
Kim, M.K., Bryant, D.P., Bryant, B.R., & Park, Y. (2017). A synthesis of interventions for improving
oral reading fluency of elementary students with learning disabilities. Preventing School
Failure: Alternative Education for Children and Youth, 61(2), 116-125.
Lambe, D., Murphy, C., & Kelly, M.E. (2015). The impact of a precision teaching intervention on the
reading fluency of typically developing children. Behavioral Interventions, 30, 364-377.
Suggate, S.P. (2016). A meta-analysis of the long-term effects of phonemic awareness, phonics,
fluency, and reading comprehension interventions. Journal of Learning Disabilities, 49(1), 77-
96.