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.
If your poster does not show up on this page, check the Panel Presentation page. Anyone still wishing to submit a presentation should send to monroeb(at)easternct(dot)edu.
Poster Presentations
An fMRI study of the neural correlates of children's response to reading intervention
- Davis, N., Barquero, L., Compton, D., GOre, J., and Anderson, A.
Oral Reading Fluency Intitial Status, Fluency Growth and End-of-Year Reading Comprehension in Second Grade: Different Slopes for Different Folks
- Fein, H., Stoolmiller, M., Baker, S., Briggs, R., and Park, H.
Should Classroom and/or Small Group Membership be Included in Models Assessing Response to Tier 2 Tutoring?
- Gilbert, J.K. and Compton, D.L.
Studying the Impact of Non-instruction and Self-Regulation on Reading Outcomes in First Grade Classrooms
- Glasney, S.L., Schatschneider, C., and Connor, C.
The Effect of Response to Intervention Approach for At-Risk Readers: First Grade English Language Learners versus Native English Speakers
- Han, I. and McMaster, K.
Examining the Neurocognitive Impact of the Early Reading Intervention on Kindergartners At-Risk for Reading Difficulties: The Role of Instruction on Attention Development
- Harn, B., Stevens, C., Chard, D., Yamada, Y., and Neville, H.
A factorial analysis of timed and untimed measures of mathematics and reading abilities in school-aged twins
- Hart, S.A. and Petrill, S.A.
Summarizing to Comprehend: A Meta-Analysis
- Hebert, M. and Graham, S.
The Technical Adequacy of CBM-W for ELLs
- Hernandez, J. and Campbell, H.M.
Effectiveness of an Essay Test-Taking Strategy for Middle School Students with LD
- Hughes, C.A.
Using predicted probabilities to improve the accuracy of a screening process
- Johnson, E., Jenkins, J., and Petscher, Y.
Scaling Up Peer-Assisted Learning Strategies for Grades 2 through 6: Results from a Multi-Year Randomized Control Trial
- Kearns, D.M., Fuchs, D., Zhang, W.J., McMaster, K.L., Saenz, L., Yen, L., Fuchs, L.S., and Compton, D.L.
A Latent Variable Model Approach to the Simple View of Reading
- Kershaw, S. and Schatschneider, C.
The Reading-Writing Connection: And Investigation of the Relationship between Reading Ability and Writing Quality across Multiple Grades and Three Writing Discourse Modes
- Koons, H.H.
Setting CBM-R Benchmarks for Linguistically and Culturally Diverse Students: Issues for Universal Screening
- Kung, S-H, and Deno, S.
Exploring the Effectiveness of Phonics-Based Reading Instruction for Children with Down Syndrome
- Lemons, C.J. and Fuchs, D.
Measurement Properties of the SWAN ADHD Rating Scale: Evidence of Two Constructs
- Logan, Purpura, D., Fuchs, L., and Schatschneider, C.
Effects of Word Processing for Struggling Writers: A Meta-Analysis of Experimental Findings
- Morphy, P. and Graham, S.
Evaluating a Mathematics Professional Development Model: A Tiered Approach to Increase Algebra Readiness
- Nelson, N.J., Jamgochian, E., Ketterlin-Geller, L.R., Jungjohann, K.
Comprehension of Equal-Sign Instruction Beyond Word-Problem Tutoring for Third Grade Students with Math Difficulties
- Powell, S.R., and Fuchs, L.S.
Response to Intervention for English Learners: The Role of Language and Phonological Skills
- Richards, C. and Solari, E.
Exemplary Programs for English Language Learners
- Rivera, M.O., Fernandez, M., Francis, D.J., and Moughamian, A.C.
A Desriptive Look at Teacher Classroom Discourse and Instructional Quality: Implications for Instruction of ELL Students
- Romain, M., Moughamian, A.C., and Priebe, S.
The Process Writing Approach: A Meta-Analysis
- Sandmel, K. and Graham, S.
The Predictive Utility of Kindergarten Screening for Math Difficulty: How, When, and With Respect to What Outcome Should It Occur?
- Seethaler, P.M. and Fuchs, L.S.
Effects of Multi-media Software on Word Problem-Solving Performance for Students with Mathematics Difficulties
- Seo, Y-J.
Estimating Growth in Oral Reading Fluency: A Comparison of Ordinary Least Squares and Empirical Bayes Estimates at Various Levels of Nesting
- Soden Hensler, B. and Schatschneider, C.
Modeling Response to Instruction for Middle School Students
- Tolar, D.T., et al.
The Orthographic and Semantic Knowledge of Typically-Achieving and Low-Achieving Readers in Middle School
- Townsend, D., Filippini, A., and Collins, P.