Social Validity’s Presence in Field-Based Reading Intervention Research

• Published in: Remedial and special education Vol. 31; no. 6; pp. 489 - 499
• Main Authors: Lindo, Endia J., Elleman, Amy M.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01-11-2010; SAGE Publications and Hammill Institute on Disabilities; SAGE PUBLICATIONS, INC
• Subjects: Coding; Content Analysis; Feedback; Feedback (Response); Goals; Instructional Effectiveness; Intervention; Perceptions; Reading comprehension; Reading Difficulties; Reading Instruction; Reading Research; Student Attitudes; Teachers; Validity; reading research; social validity; sustainability; research to practice
• ISSN: 0741-9325; 1538-4756
• DOI: 10.1177/0741932510361249

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.