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
Reliability of easy CBM reading measures
- Alonzo, J., Mariano, G., and Nese, J.
Efficacy of Earobics and Building Blocks for Kindergartners from Low SES, Minority Backgrounds
- Anthony, J. and Hecht, S.
Effects of repeated reading on oral reading fluency and reading comprehension
- Barth, A., Vaughn, S, Denton, C., and Francis, D.
Response-to-Intervention for grade 1 mathematics : assessment and intervention
- Bryant, D.P., Bryant, B., Hughes, K., and Porterfield, J.
Dynamic assessment of phonological awareness in kindergarten children
- Catts, H., and Bridges, M.S.
Further comparison of NWF and WIF progress monitoring slope in predicting first grade reading skills
- Clemens, N., and Shapiro, E.
Direct vocabulary instruction in kindergarten : explaining transfer effects
- Coyne, M., Ware, S., and Capozzoli, A.
Can children learn to "read between the lines?" : a meta-analysis of comprehension studies intended to improve inference skills of school-age children
- Elleman, A.
Measuring teacher-student instructional interactions in elementary classrooms
- Fien, H., et al.
Forecasting word-problem difficulties : moving beyond first grade screening
- Finelli Schumacher, R., and Fuchs, L.
Using student and word characteristics to examine students' probability of reading words correctly
- Gilbert, J., Kearns, D., and Compton, D.
Predicting writing quality for struggling writers across four genres
- Herbert, M., and Graham, S.
A comparison of model-based and reform-based methods for teaching multiplicative word problems to students with learning disabilities : a mixed methods explanatory approach
- Hord, C., and Xin, Y.P.
The relationship between decoding and listening comprehension across grade and achievement levels
- Kershaw, S., and Schatschneider, C.
Assessing the Impact of Reading Intervention in Kindergarten Classrooms: A Between-Contexts Comparison
- Little, M. and Coyne, M.
Beyond the mean : the heritability of reading and related skills across the distribution of performance
- Logan, J., and Petrill, S.
The impact of working alliance, social validity, and teacher burnout on teacher implementation of the good behavior game
- Maggin, D., et al.
Self-regulated strategy development instruction : effects on a teacher's behavior
- Mason, L., et al.
Word processing programs and weaker writers/readers : a meta-analysis of research finding referenced to national outcomes with implications for practice
- Morphy, P., and Graham, S.
Access and opportunity to learn for English language learners and students with disabilities
- Moughamian, A., and Sato, E.
Investigating word-problem and calculations interventions within an RTI framework : a randomized control trial
- Powell, S., Fuchs, S., and Finelli Schumacher, R.
Curriculum-based measurement and English language learners : district-wide academic norms for special education eligibility
- Robinson, S., et al.
Preschool literacy : teacher knowledge of early reading : how does it measure up?
- Ruby, M.M., and Anderberg, A.
The role of L1 reading skill for understanding individual differences in achievement and memory
- Saez, L, Schatschneider, C., and Swanson H.L.
Where Does Fluency Fit in the Simple View of Reading?
- Silverman, R., Speece, D., and Ritchey, K.
Differential progress of students with disabilities in Michigan's Reading First Program as a function of disabilitiy category and percent of time in the mainstream classroom
- Vereb, A., and Stone, C.A.
Literacy instruction for secondary students with disabilities
- Wilkerson, K.M., and Trezek, B.