PLEASE NOTE:
The following presentations have been posted as a courtesy to attending members and are for personal use only. The research contained herein is often in-process and unfinished, so in deference to the researchers, please DO NOT distribute these materials publicly.
Many session organizers did not submit presentations for inclusion on this page. Anyone still wishing to submit a presentation should send to monroeb(at)easternct(dot)edu.
Panel Presentations
easyCBM: Benchmarking and Progress Monitoring System
- Alonzo, J., Tindal, G., Ulmer, K., and Glasgow, A.
Behavior-genetic perspectives on reading comprehension
- Byrne, B.
Reading comprehension @ Grade 4: Data from a twin study
- Byrne, B., Keenan, J., Olson, R., and Coventry, W.
Direct Vocabulary Instruction in Kindergarten: Investigating Transfer Effects and Differential Response
- Coyne, M., McCoach, D.B., Crevecoeur, Y., and Ruby, M.
Reading First in Florida: Five Years of Improvement
- Foorman, B., Yaacov, P., and Toste, J.
Dynamic Assessment: A Tool for Assessing Responsiveness to Intervention? [VERY LARGE file]
- Fuchs, D., Compton, D., and Fuchs, L.
A Genetic Basis for the Simple View of Reading?
- Harlaar, N. and Petrill, S.A.
Understanding Seventh Grade Students' Proportional Thinking
- Jitendra, A. K., Woodward, J., and Star, J.R.
Collaborative Strategic Reading: An IES Goal 3 Randomized Controlled Efficacy Study
- Klingner, J. and Boardman, A.
The Role of Discourse in Promoting Special Educators' Problem Solving and Knowledge Use in Reading
- Leko, M.
Toward a Seamless and Flexible Progress Monitoring Ssytem: Research in K-1 Mathematics
- Lembke, E., Foegen, A., and Whittaker, T.
Improving Quick Writing Skills of Middle School Students with Disabilities
- Mason, L.H.
Scaling Up Tier Two Intervention: Lessons Learned
- Mathes, P., et al.
Vocabulary: Intervention Effects and Predictors of Informational Writing Quality
- Olinghouse, N.G.
Effects of a Secondary Reading Intervention for Fourth Grade Poor Readers
- Ritchey, K.D., Speece, D.L., Silverman, R., Montanaro, E., and Andrusik, K.
Examining the Predictive Validity of Progress Monitoring
- Santi Group
Collaborative Problem Solving Effectively Implemented, But Not Sustained: A Case for Aligning "the Sun, the Moon, and the Stars"
- Santangelo, T.
The Contribution of Genetic and Environmental Variation on Reading Comprehension and Vocabulary in 3 Ethnic/Racial Groups: Grabbing the Third Rail with Both Hands
- Schatschneider, C., Taylor, J., and Waesche, J.
Relation Between 1-Minute CBM Reading Aloud Measure and Reading Comprehension Tests: A Multilevel Meta-Analysis
- Seungsoo Yeo and Epsin, C.
Outcomes of Team Decision-Making within an RTI Model
- Shapiro, E., et al.
Teaching Older Students with Reading Difficulties and Disabilties: How do we do RTI?
- Vaughn, S. and Wexler, J.