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Direct linkStevens, Mallory A.; Burns, Matthew K. – American Journal on Intellectual and Developmental Disabilities, 2021
The purpose of the current study was to determine the extent to which practicing keywords increased word recognition, reading fluency and comprehension for students with intellectual disability (ID). The dependent measures included word recognition (i.e., the percentage of previously unknown keywords read correctly in the given text), reading…
Descriptors: Reading Achievement, Reading Comprehension, Reading Fluency, Word Recognition
Burns, Matthew K.; Duke, Nell K.; Cartwright, Kelly B. – School Psychology, 2023
Inequality in reading outcomes is perhaps the single greatest social justice issue faced by school psychologists, and school psychologists need a better understanding of reading theory and its application to intervention to better combat the important issue. The present study examined the active view of reading (AVR; Duke & Cartwright, 2021),…
Descriptors: Reading Research, Meta Analysis, Reading Processes, Effect Size
Burns, Matthew K.; Young, Helen – Journal of Psychoeducational Assessment, 2019
Measures of Academic Progress (MAP) Skills is a web-based assessment system published by Northwest Evaluation Association (NWEA). The test publishers purport that MAP Skills provides information about essential K-8 building blocks in Language Usage, Mathematics, Reading Comprehension, and Vocabulary to quickly assess student progress toward…
Descriptors: Achievement Tests, Language Skills, Mathematics Skills, Reading Comprehension
Hajovsky, Daniel B.; Maki, Kathrin E.; Chesnut, Steven R.; Barrett, Courtenay A.; Burns, Matthew K. – Learning Disabilities Research & Practice, 2022
This study examined the extent to which cognitive ability index scores predicted multidisciplinary teams' (MDT) SLD identification within a response-to-intervention (RtI) method after accounting for RtI slope and norm-referenced achievement scores. Results showed that four achievement composite scores (i.e., basic reading, reading comprehension,…
Descriptors: Learning Disabilities, Disability Identification, Response to Intervention, Cognitive Tests
Preast, June L.; Burns, Matthew K.; Brann, Kristy L.; Taylor, Crystal N.; Aguilar, Lisa – School Psychology Forum, 2019
Teachers can potentially address reading comprehension deficits in a content area, such as science, by using the students in their classrooms as resources. We examined the effects of a class-wide partner reading intervention with science reading materials on a measure of content comprehension skills. A total of 65 fourth-grade students and 61…
Descriptors: Elementary School Students, Intermediate Grades, Grade 4, Grade 5
Burns, Matthew K.; Maki, Kathrin E.; Karich, Abbey C.; Coolong-Chaffin, Melissa – Learning Disabilities: A Multidisciplinary Journal, 2017
The current study used a multiple-baseline design to examine the effect of providing performance feedback on comprehension strategy use and reading comprehension. The participants were four seventh grade students with comprehension difficulties. The students were taught the reciprocal teaching comprehension strategies of generating questions,…
Descriptors: Feedback (Response), Reciprocal Teaching, Teaching Methods, Reading Comprehension
Scholin, Sarah E.; Burns, Matthew K. – Psychology in the Schools, 2012
Curriculum-based measurement is commonly used within a response-to-intervention framework to assess the effectiveness of intervention and to triage students into intervention tiers (e.g., the lowest 10% receive a Tier 3 intervention, and those in the 11th to 25th percentiles receive a Tier 2 intervention). We conducted a meta-analysis of 18…
Descriptors: Response to Intervention, Reading Fluency, Data Analysis, Curriculum Based Assessment
Scholin, Sarah E.; Haegele, Katherine M.; Burns, Matthew K. – School Psychology Forum, 2013
Most reading interventions within a response-to-intervention model focus on remediating code-based deficits. This article describes a small-group comprehension intervention that was implemented with three fourth- and fifth-grade students who demonstrated difficulties with reading comprehension but acceptable reading fluency. The intervention…
Descriptors: Small Group Instruction, Reading Instruction, Reading Comprehension, Elementary School Students
Petersen-Brown, Shawna; Burns, Matthew K. – School Psychology Quarterly, 2011
The current study investigates the effect of adding a semantic component, in the form of vocabulary, to the incremental rehearsal (IR) procedure. Sixty-one second- and third-grade students in a suburban elementary school were randomly assigned to one of two conditions: IR or IR with vocabulary. Each participant was taught seven previously unknown…
Descriptors: Emergent Literacy, Grade 1, Grade 3, Reading Comprehension
Burns, Matthew K.; Hodgson, Jennifer; Parker, David C.; Fremont, Kathryn – Literacy Research and Instruction, 2011
Reading instruction for middle- and high-school students is focused on vocabulary and comprehension, yet research suggests that comprehension skills among these students are alarmingly low. Small-group reading interventions are becoming more prevalent in schools, but there are few studies regarding small-group reading comprehension interventions.…
Descriptors: Evidence, Reading Comprehension, Instructional Effectiveness, Reading Instruction
Burns, Matthew K. – School Psychology Quarterly, 2007
Curriculum-based assessment assesses the match between curriculum and student skill by computing the percentage of known words in a reading task and comparing it to the instructional level criterion of 93% to 97% known. The current study examined the effect of preteaching unknown words to 29 third-grade children identified as learning disabled…
Descriptors: Reading Comprehension, Reading Difficulties, Learning Disabilities, Special Needs Students
Burns, Matthew K.; Senesac, Barbara J.; Silberglitt, Benjamin – Literacy Research and Instruction, 2008
There is a recent interest in volunteer tutoring programs and research has suggested effectiveness in improving reading skills. Previous research found that the Help One Student to Succeed (HOSTS) volunteer tutoring program increased reading fluency and comprehension over a 5-month interval (Burns, Senesac, & Symington, 2004). The current…
Descriptors: Reading Improvement, Reading Fluency, Reading Failure, Reading Skills
Spanjers, Deanna M.; Burns, Matthew K.; Wagner, Angela R. – Assessment for Effective Intervention, 2008
This study examines the relationship between systematic direct observation (SDO) of time on task (TOT) and student engagement as measured by a self-report task-specific measure. The research questions guiding the study are (a) what is the relationship between SDO of TOT and a self-report measure of student effort, and (b) what is the relationship…
Descriptors: Reading Comprehension, Observation, Time on Task, Grade 4
Burns, Matthew K.; Kwoka, Heather; Lim, Becky; Crone, Melissa; Haegele, Katherine; Parker, David C.; Petersen, Shawna; Scholin, Sarah E. – Psychology in the Schools, 2011
The current study examined the relationship between oral reading fluency (ORF) and reading comprehension for students in second grade. A total of 84 participants were randomly assigned to one of four conditions that involved reading a grade-appropriate passage with either 0%, 10%, 20%, or 30% scrambled words and answering subsequent comprehension…
Descriptors: Grade 2, Oral Reading, Reading Fluency, Reading Comprehension
Treptow, Megan A.; Burns, Matthew K.; McComas, Jennifer J. – School Psychology Review, 2007
The current study replicated Gickling and Armstrong (1978) by using curriculum-based assessment for instructional design to match reading materials to skill levels of three third-graders who were struggling readers with low levels of on-task behavior. Difficulty levels of the reading passages were grouped according to ratios of known and unknown…
Descriptors: Reading Comprehension, Instructional Design, Reading Materials, Curriculum Based Assessment
