Philip Capin

Biographic Data

ID	5971317
NAME	Philip Capin
GIVEN NAMES	Philip
FAMILY NAME	Capin
SIGNATURE	CAPIN P
AFFILIATIONS	The University of Texas at Austin
ORCID	0000-0003-4955-9879
VERIFIED	Yes
TOTAL WORKS	19
TOTAL CITATIONS	2
AUTHOR COUNT	19
EDITOR COUNT	0
FIRST PUBLICATION YEAR	2020
LATEST PUBLICATION YEAR	2026
H-INDEX	1

Using latent profiles to evaluate response to a language-based intervention
Open AccessPhilip Capin, Laura Mesite et al.ARTICLEAnnals of Dyslexia2026
A meta-analysis of the effects of academic interventions on academic and academic anxiety outcomes in secondary students
Open AccessSarah Fishstrom, Philip Capin et al.ARTICLEJournal of School Psychology2025
A Family-Based Intervention for Early Elementary Students With Reading and Behavioral Difficulties
Open AccessGarrett J Roberts, Philip Capin et al.ARTICLEJournal of Learning Disabilities2025
We created and tested a family-based intervention with a sample of U.S. families of children in Grades 1 and 2 with reading and behavioral difficulties to investigate its impact on text comprehension. Developed with input from parents, reading experts, and behavior specialists, Family-RISE (Reading Intervention with Supports for Engagement) integrates evidence-based practices for enhancing students’ knowledge of narrative texts with effective beh…
Uniting for literacy progress
Open AccessPhilip Capin, Deborah Telfer et al.ARTICLEAnnals of Dyslexia2025
Piloting an approach to family-implemented decoding instruction for kindergarten-aged children
Open AccessColby Hall, Katlynn Dahl‐leonard et al.ARTICLEEarly Childhood Research Quarterly2025References: 3
An Extensive Reading Intervention for Emergent Bilingual Students With Significant Reading Difficulties in Middle School
Open AccessPhilip Capin, Jeremy Miciak et al.ARTICLERemedial and Special Education2024
This U.S. study evaluated the effects of a reading intervention for emergent bilingual students with significant reading difficulties in Grades 6 and 7 within a multisite randomized controlled trial. Emergent bilinguals were randomized to a researcher-provided intervention ( n = 171) or business-as-usual comparison condition ( n = 169). Results on a measure of word reading indicated significant differences favoring treatment after Year 1; however…
Understanding the relation between reading and anxiety among upper elementary students with reading difficulties
Open AccessSarah Fishstrom, Philip Capin et al.ARTICLEAnnals of Dyslexia2024
Exploring the feasibility of implementing the SPELL-Links to Reading and Writing intervention
Open AccessKatlynn Dahl‐leonard, Colby Hall et al.ARTICLEAnnals of Dyslexia2024
This study examined six reading intervention teachers’ implementation of the SPELL-Links to Reading and Writing intervention with students in Grades 2 and 3. The purpose was to explore the extent to which teachers who received a one-day training session without ongoing coaching support were able to implement the intervention with fidelity. It also aimed to better understand the determinants (i.e., barriers and facilitators) of teachers’ implement…
Supporting Knowledge and Language Acquisition of Secondary Emergent Bilinguals through Social Studies Instruction
Open AccessLeticia R Martinez, Sarah Fishstrom et al.ARTICLEReading Research Quarterly2024Cited by: 1References: 43
This study examined the initial efficacy of World Generation (WorldGen), a Tier I social studies instructional approach for emergent bilingual (EB) students and their native English‐speaking (non‐EB) peers in Grades 6 and 7. WorldGen builds on prior research on instructional practices that have been associated with improved content knowledge and literacy outcomes for EBs in classes of students with varying English proficiency. Using a within‐teac…
Examining fidelity reporting within studies of foundational reading interventions for elementary students with or at risk for dyslexia
Open AccessKatlynn Dahl‐leonard, Colby Hall et al.ARTICLEAnnals of Dyslexia2023
Forty Years of Reading Intervention Research for Elementary Students with or at Risk for Dyslexia
Open AccessColby Hall, Katlynn Dahl‐leonard et al.ARTICLEReading Research Quarterly2023
This meta‐analysis included experimental or quasi‐experimental intervention studies conducted between 1980 and 2020 that aimed to improve reading outcomes for Grade K‐5 students with or at risk for dyslexia (i.e., students with or at risk for word reading difficulties, defined as scoring at or below norm‐referenced screening or mean baseline performance thresholds articulated in our inclusion criteria). In all, 53 studies reported in 52 publicati…
A meta-analysis of the effects of academic interventions on academic achievement and academic anxiety outcomes in elementary school children
Open AccessSarah Fishstrom, Hsuan-Hui Wang et al.ARTICLEJournal of School Psychology2022
Examining the Effects of Integrating Anxiety Management Instruction Within a Reading Intervention for Upper Elementary Students With Reading Difficulties
Open AccessSharon Vaughn, Amie E Grills et al.ARTICLEJournal of Learning Disabilities2022
We present findings from the first cohort of third- and fourth-grade students with reading difficulties (128 students from 31 classrooms) who participated in a 2-year intervention examining the effects of a reading intervention with and without anxiety management. Using a randomized controlled trial, students were assigned to one of three conditions: (a) small-group reading intervention with anxiety management instruction (RANX), (b) small-group …
Improving oral and written narration and reading comprehension of children at-risk for language and literacy difficulties
Sandra Laing Gillam, Sharon Vaughn et al.ARTICLEJournal of Educational Psychology2022
The efficacy of comprehension and vocabulary focused professional development on English learners’ literacy
Open AccessSharon Vaughn, Elizabeth Swanson et al.ARTICLEJournal of Educational Psychology2022
Understanding the nature and severity of reading difficulties among students with language and reading comprehension difficulties
Open AccessPhilip Capin, Sandra Laing Gillam et al.ARTICLEAnnals of Dyslexia2022
When Treatment Adherence Matters
Open AccessPhilip Capin, Greg Roberts et al.ARTICLEReading Research Quarterly2022Cited by: 1References: 66
In this study, we examined the extent to which teachers’ treatment adherence, instructional quality, and the interaction of these variables influenced eighth‐grade students’ content knowledge and reading comprehension. We examined treatment fidelity for students ( n = 775) in classes randomly assigned to receive an evidence‐based content area reading program called Promoting Adolescents’ Comprehension of Text. Results indicate that teachers’ inst…
A Synthesis of the Sustainability of Remedial Reading Intervention Effects for Struggling Adolescent Readers
Open AccessJohny Daniel, Philip Capin et al.ARTICLEJournal of Learning Disabilities2021
A majority of reading-related intervention studies aiming to remediate struggling readers’ reading outcomes assess student performance immediately following the conclusion of an intervention to determine intervention effects. Few studies collect follow-up data to measure the long-term sustainability of treatment effects. Hence, the aim of the current synthesis was to examine follow-up intervention effects of reading interventions involving adoles…
Examining factors affecting reading and math growth and achievement gaps in grades 1–5
Open AccessNancy Scammacca, Anna-Maria Fall et al.ARTICLEJournal of Educational Psychology2020
Despite focused efforts, achievement gaps remain a problem in the America's education system, especially those between students from higher and lower income families. Continued work on reducing these gaps benefits from an understanding of students' reading and math growth from typical school instruction and how growth differs based on initial proficiency, grade, and demographic characteristics. Data from 5,900 students in Grades 1-5 tested in mat…