A5028752308- Reading and Literacy Development
- Cognitive and developmental aspects of mathematical skills
- Language Development and Disorders
- Writing and Handwriting Education
- Early Childhood Education and Development
- Parental Involvement in Education
- Child Development and Digital Technology
- Education, Achievement, and Giftedness
- Educational Methods and Media Use
- Disability Education and Employment
- Second Language Acquisition and Learning
- School Choice and Performance
- Educational and Psychological Assessments
- Educational Strategies and Epistemologies
- Text Readability and Simplification
- Education Systems and Policy
- Cognitive Abilities and Testing
- Grit, Self-Efficacy, and Motivation
- Psychometric Methodologies and Testing
- Neurobiology of Language and Bilingualism
- EFL/ESL Teaching and Learning
- Motivation and Self-Concept in Sports
- Education and Critical Thinking Development
- Family and Disability Support Research
- Attention Deficit Hyperactivity Disorder
Florida State University
2016-2025
Southern Methodist University
2023
Vanderbilt University
2019-2023
Eunice Kennedy Shriver National Institute of Child Health and Human Development
2023
National Institutes of Health
2023
Western Kentucky University
2023
Google (United States)
2011-2022
University of California, Santa Cruz
2019
University of Michigan
2019
University of Iowa
2019
The present study followed a sample of first‐grade ( N = 316, M age 7.05 at first test) through fourth‐grade students to evaluate dynamic developmental relations between vocabulary knowledge and reading comprehension. Using latent change score modeling, competing models were fit the repeated measurements comprehension test for presence leading lagging influences. Univariate indicated growth in knowledge, was determined by two parts: constant yearly proportional previous level variable....
Response to intervention (RTI) holds great promise for the early identification and prevention of reading disabilities. The success RTI rests in part on accuracy universal screening tools used within this framework. Despite advancements, instruments designed identify children at risk disabilities continue have limited predictive validity. In study, authors examined a common instrument presence floor effects investigated impact that these validity instrument. Longitudinal data (kindergarten...
A meta-analysis of the relationship between attitudes in reading and achievement was conducted to provide a statistical summary observed variability magnitude previously reported effect sizes. total 32 studies, with sample size 224,615 were used, included 118 multi-level approach used determine if variance sizes could be partitioned study (level 1) moderator 2) levels by using mixed model approach. Results from indicated that mean strength is moderate (Zr=.32), while stronger for students...
With an increasing number of young children participating in preschool education, this study determined whether peer effects are present earliest sector schooling. Specifically, work examined were influential to preschoolers' growth language skills over academic year and manifest differently based on children's status reference their peers. Peer assessed for 338 49 classrooms. A significant interaction between the classmates fall indicated that strongest with low who classrooms served...
Abstract This study compared learning and strategies of students with attention‐deficit/hyperactivity disorder (ADHD) to two groups: college disabilities (LD) without disabilities. In addition, strengths weaknesses within the ADHD group were examined on Learning Study Strategies Inventory, 2nd edition (LASSI; C.E. Weinstein & D.R. Palmer, 2002). The LASSI was also evaluated as a predictive measure for academic achievement other students. Results indicate that several important...
In this study, we examined the relationship of growth trajectories oral reading fluency, vocabulary, phonological awareness, letter-naming and nonsense word fluency from 1st grade to 3rd with comprehension in 1st, 2nd, grades. Data 12,536 children who were followed kindergarten longitudinally used. These administered Dynamic Indicators Basic Early Literacy Skills subtests, Peabody Picture Vocabulary Test-Third Edition, (Stanford Achievement Test, 10th ed.) tasks multiple times each year....
The objective of this study was to explore dimensions oral language and reading their influence on comprehension in a relatively understudied population-adolescent readers 4th through 10th grades. current employed latent variable modeling decoding fluency, vocabulary, syntax, so as represent these constructs with minimal error examine whether residual variance unaccounted for by can be captured specific factors syntax vocabulary. A 1-, 3-, 4-, bifactor model were tested 1,792 students 18...
Purpose This study examined the extent to which teacher responsivity education affected preschoolers' language and literacy development over an academic year. Additional aims were determine whether children’s initial abilities teachers' use of strategies associated with outcomes, in particular. Method In this randomized controlled trial, preschool centers assigned a intervention ( n = 19 centers, 25 teachers, 174 children) or “business-as-usual” control condition 24 156 children). Teachers...
Screening for early reading problems is a critical step in intervention and prevention of later difficulties. Evaluative frameworks determining the utility screening process are presented literature but have not been applied to many measures currently use numerous schools across nation. In this study, accuracy several Dynamic Indicators Basic Early Literacy Skills (DIBELS) subtests predicting which students were at risk failure first grade was examined sample 12,055 Florida. Findings...
Language comprehension is crucial to reading. However, theoretical models and recent research raise questions about what constitutes this multifaceted domain. We present two related studies examining the dimensionality of language relations reading in upper elementary grades. Studies 1 (Grade 6; N = 148) 2 3–5; 311) contrasted factor using item level indicators morphological awareness vocabulary (Studies 2) syntactic (Study 2). In both studies, a bifactor model—including general specific...
Linear regression analysis is one of the most common techniques applied in developmental research, but only allows for an estimate average relations between predictor(s) and outcome. This study describes quantile regression, which provides estimates outcome, across multiple points outcome's distribution. Using data from High School Beyond U.S. Sustained Effects Study databases, demonstrated contrasted with linear when considering models with: (a) continuous predictor, (b) dichotomous (c) a...
Purpose Compared to children with typical development, dyslexia, developmental language disorder (DLD), or both often demonstrate working memory deficits. It is unclear how pervasive the deficits are whether align diagnostic category. The purpose of this study was determine different profiles would emerge on a comprehensive battery central executive, phonological, visuospatial, and binding tasks these were associated group membership. Method Three hundred two 2nd graders DLD, dyslexia/DLD...
The science of reading should be informed by an evolving evidence base built upon the scientific method. Decades basic research and randomized controlled trials interventions instructional routines have formed a substantial to guide best practices in instruction, intervention, early identification at-risk readers. recent resurfacing questions about what constitutes is leading misinformation public space that may viewed educational stakeholders as merely differences opinion among scientists....
Profile analysis was used to compare the study skills of academically struggling college students their normal-achieving counterparts using Learning and Study Strategies Inventory (LASSI; Weinstein & Palmer, 2002). Comparisons were made between: (a) with high versus low GPAs; (b) a documented learning disability (LD) non-LD control group; (c) referred for psycho-educational evaluation due academic difficulties (d) clinic-referred LDs without LDs. Overall, groups displayed weaknesses in...
In the present study, we investigated critical factors in letter-sound acquisition (i.e., letter-name knowledge and phonological awareness) with data from 653 English-speaking kindergartners beginning of year. We examined (a) contribution awareness to facilitating letter names (b) probabilities as a function characteristics consonant-vowel letters, vowe-consonant letters no sound cues, vowel letters). The results show that had large impact on acquisition. Phonological larger effect when were...