Search Results - "Gilbert, Jennifer K."

Performance variations across reading comprehension assessments: Examining the unique contributions of text, activity, and reader by Collins, Alyson A., Compton, Donald L., Lindström, Esther R., Gilbert, Jennifer K.

“…These studies examined the contribution of text, activity, and reader to variance in reading comprehension test scores. Study 1 focused on multiple-choice and…”
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Exploring Individual Differences in Irregular Word Recognition Among Children With Early-Emerging and Late-Emerging Word Reading Difficulty by Steacy, Laura M., Kearns, Devin M., Gilbert, Jennifer K., Compton, Donald L., Cho, Eunsoo, Lindstrom, Esther R., Collins, Alyson A.

“…Models of irregular word reading that take into account both child- and word-level predictors have not been evaluated in typically developing children and…”
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Efficacy of a First-Grade Responsiveness-to-Intervention Prevention Model for Struggling Readers by Gilbert, Jennifer K., Compton, Donald L., Fuchs, Douglas, Fuchs, Lynn S., Bouton, Bobette, Barquero, Laura A., Cho, Eunsoo

“…This randomized control trial examined the efficacy of a multitiered supplemental tutoring program within a first-grade responsiveness-to-intervention…”
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Exploring the Truth of Michael Yudin’s Claim: The More Time Students With Disabilities Spend in General Classrooms, the Better They Do Academically by Fuchs, Douglas, Mirowitz, Hilary C., Gilbert, Jennifer K.

“…Many K–Grade 12 students with disabilities (SWDs) in the United States spend a large portion of their school day in general classrooms because of a prevailing…”
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Evidence-Based Practices in a Changing World: Reconsidering the Counterfactual in Education Research by Lemons, Christopher J., Fuchs, Douglas, Gilbert, Jennifer K., Fuchs, Lynn S.

“…Experimental and quasi-experimental designs are used in educational research to establish causality and develop effective practices. These research designs…”
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Prevention: Necessary But Insufficient? A 2‐Year Follow‐Up of an Effective First‐Grade Mathematics Intervention by Bailey, Drew H., Fuchs, Lynn S., Gilbert, Jennifer K., Geary, David C., Fuchs, Douglas

“…We present first‐grade, second‐grade, and third‐grade impacts for a first‐grade intervention targeting the conceptual and procedural bases that support…”
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Text Comprehension and Oral Language as Predictors of Word-Problem Solving: Insights into Word-Problem Solving as a Form of Text Comprehension by Fuchs, Lynn S., Gilbert, Jennifer K., Fuchs, Douglas, Seethaler, Pamela M., N. Martin, BrittanyLee

“…This study was designed to deepen insights on whether word-problem (WP) solving is a form of text comprehension (TC) and on the role of language in WPs. A…”
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Does the Severity of Students’ Pre-Intervention Math Deficits Affect Responsiveness to Generally Effective First-Grade Intervention? by Fuchs, Lynn S., Fuchs, Douglas, Gilbert, Jennifer K.

“…The purpose of this analysis was to assess whether effects of first-grade mathematics intervention apply across the range of at-risk learners’ initial skill…”
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A Longitudinal Analysis of the Trajectories and Predictors of Word Reading and Reading Comprehension Development Among At-Risk Readers by Peng, Peng, Fuchs, Douglas, Fuchs, Lynn S., Elleman, Amy M., Kearns, Devin M., Gilbert, Jennifer K., Compton, Donald L., Cho, Eunsoo, Patton, Samuel

“…This study explored the developmental trajectories and predictors of word reading and reading comprehension among young at-risk readers. In fall of first…”
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Embedding Self-Regulation Instruction Within Fractions Intervention for Third Graders With Mathematics Difficulties by Wang, Amber Y., Fuchs, Lynn S., Fuchs, Douglas, Gilbert, Jennifer K., Krowka, Sarah, Abramson, Rebecca

“…The purpose of this study was to explore the efficacy of fractions intervention with and without an embedded self-regulation (SR) component for third-grade…”
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Selecting At-Risk First-Grade Readers for Early Intervention: Eliminating False Positives and Exploring the Promise of a Two-Stage Gated Screening Process by Compton, Donald L, Fuchs, Douglas, Fuchs, Lynn S, Bouton, Bobette, Gilbert, Jennifer K, Barquero, Laura A, Cho, Eunsoo, Crouch, Robert C

“…The purposes of this study were (a) to identify measures that when added to a base 1st-grade screening battery help eliminate false positives and (b) to…”
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The Role of Cognitive Processes, Foundational Math Skill, and Calculation Accuracy and Fluency in Word-Problem Solving Versus Prealgebraic Knowledge by Fuchs, Lynn S., Gilbert, Jennifer K., Powell, Sarah R., Cirino, Paul T., Fuchs, Douglas, Hamlett, Carol L., Seethaler, Pamela M., Tolar, Tammy D.

“…The purpose of this study was to examine child-level pathways in development of prealgebraic knowledge versus word-problem solving, while evaluating the…”
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Stormwater runoff quality and quantity from asphalt, paver, and crushed stone driveways in Connecticut by Gilbert, Jennifer K., Clausen, John C.

“…This study compared the quality and quantity of stormwater runoff from replicated asphalt, permeable paver, and crushed-stone driveways. Rainfall was measured…”
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Probing Lexical Representations: Simultaneous Modeling of Word and Reader Contributions to Multidimensional Lexical Representations by Goodwin, Amanda P., Gilbert, Jennifer K., Cho, Sun-Joo, Kearns, Devin M.

“…The current study models reader, item, and word contributions to the lexical representations of 39 morphologically complex words for 172 middle school students…”
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Bivariate developmental relations between calculations and word problems: A latent change approach by Gilbert, Jennifer K., Fuchs, Lynn S.

“…•Development of skill in calculations and word problems across grades 2–3 is positive but slowing.•At each time point, the greatest expected changed was…”
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A Quasiexperimental Evaluation of Two Versions of First-Grade PALS: One With and One Without Repeated Reading by Fuchs, Douglas, Cho, Eunsoo, Toste, Jessica R., Fuchs, Lynn S., Gilbert, Jennifer K., McMaster, Kristen L., Svenson, Ebba, Thompson, Anneke

“…We attempted to strengthen an evidence-based, peer-mediated, first-grade reading program (First Grade Peer-Assisted Learning Strategies [PALS]) by modestly…”
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Do the processes engaged during mathematical word-problem solving differ along the distribution of word-problem competence? by Fuchs, Lynn S., Powell, Sarah R., Fall, Anna-Mária, Roberts, Greg, Cirino, Paul, Fuchs, Douglas, Gilbert, Jennifer K.

“…•Engagement of component processes depends on students’ overall word-problem skill.•Calculations and oral language are more active in stronger word-problem…”
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Using an item-specific predictor to test the dimensionality of the orthographic choice task by Compton, Donald L., Gilbert, Jennifer K., Kearns, Devin M., Olson, Richard K.

“…The orthographic choice (OC) task—requiring individuals to choose the correct spelling between a word and a pseudohomophone foil (e.g., goat vs. gote )—has…”
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Morphological Contributions to Adolescent Word Reading: An Item Response Approach by Goodwin, Amanda P., Gilbert, Jennifer K., Cho, Sun-Joo

“…The current study uses a crossed random-effects item response model to simultaneously examine both reader and word characteristics and interactions between…”
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Using Moderator Analysis to Identify the First-Grade Children Who Benefit More and Less From a Reading Comprehension Program: A Step Toward Aptitude-by-Treatment Interaction by Fuchs, Douglas, Kearns, Devin M., Fuchs, Lynn S., Elleman, Amy M., Gilbert, Jennifer K., Patton, Samuel, Peng, Peng, Compton, Donald L.

“…Because of the importance of teaching reading comprehension to struggling young readers and the infrequency with which it has been implemented and evaluated,…”
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