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Direct linkBurns, Matthew K. – Communique, 2021
This article describes how to use data to align student performance to a phase of learning by using a skill-by-treatment interaction, and how that information can help select an appropriate intensification strategy. It describes the Fuchs et al. (2017) taxonomy of intervention intensity through a skill-by-treatment interaction (STI) for reading in…
Descriptors: Reading Strategies, Reading Instruction, Skill Development, Reading Skills
Peer reviewedBurns, 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
VanDerHeyden, Amanda M.; Burns, Matthew K. – Communique, 2017
Given that most schools already conduct reading screening multiple times per year, often using multiple measures, it makes sense to revisit why all this screening may not be giving schools the desired return on investment that they are after. The purpose of this article is to equip school psychologists with an understanding of four common dyslexia…
Descriptors: Screening Tests, Dyslexia, School Psychologists, Misconceptions
VanDerHeyden, Amanda M.; Burns, Matthew K.; Bonifay, Wesley – School Psychology Review, 2018
Screening is necessary to detect risk and prevent reading failure. Yet the amount of screening that commonly occurs in U.S. schools may undermine its value, creating more error in decision making and lost instructional opportunity. This 2-year longitudinal study examined the decision accuracy associated with collecting concurrent reading screening…
Descriptors: Screening Tests, Decision Making, Accuracy, Reading Skills
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
Szadokierski, Isadora; Burns, Matthew K.; McComas, Jennifer J. – School Psychology Review, 2017
The current study used the learning hierarchy/instructional hierarchy phases of acquisition and fluency to predict intervention effectiveness based on preintervention reading skills. Preintervention reading accuracy (percentage of words read correctly) and rate (number of words read correctly per minute) were assessed for 49 second- and…
Descriptors: Intervention, Program Effectiveness, Predictive Measurement, Reading Rate
Burns, Matthew K.; Maki, Kathrin E.; Brann, Kristy L.; McComas, Jennifer J.; Helman, Lori A. – Journal of Learning Disabilities, 2020
This study compared the reading growth of students with and without learning disabilities, and students with and without reading deficits in response to tier 2 reading interventions within a response-to-intervention framework. Participants were 499 second- and third-grade students in six urban schools. Students who scored at or below the 10th…
Descriptors: Response to Intervention, Reading Difficulties, Reading Skills, Skill Development
Burns, Matthew K.; Davidson, Katherine; Zaslofsky, Anne F.; Parker, David C.; Maki, Kathrin E. – Assessment for Effective Intervention, 2018
The amount of information that students successfully learn and later recall from each intervention session is limited and is called the acquisition rate (AR). Research has consistently supported the effects of modifying intervention set sizes with AR data, but research with AR is in its infancy. The current study compared the relationship between…
Descriptors: Short Term Memory, Reading Skills, Language Acquisition, Aptitude Treatment Interaction
Jimerson, Shane R., Ed.; Burns, Matthew K., Ed.; VanDerHeyden, Amanda M., Ed. – Springer, 2016
The second edition of this essential handbook provides a comprehensive, updated overview of the science that informs best practices for the implementation of response to intervention (RTI) processes within Multi-Tiered Systems of Support (MTSS) to facilitate the academic success of all students. The volume includes insights from leading scholars…
Descriptors: Response to Intervention, Student Evaluation, Reading Skills, Writing Skills
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
Beck, Michelle; Burns, Matthew K.; Lau, Matthew – Behavioral Disorders, 2009
Research has consistently demonstrated that preteaching activities led to increased academic outcomes and increased academic outcomes improve behavioral variables. The purpose of this study was to determine the effect of a preteaching intervention on time spent on task for children identified with a behavioral disorder (BD). A single-subject…
Descriptors: Intervention, Intervals, Behavior Disorders, Predictor Variables
Senesac, Barbara V.; Burns, Matthew K. – Journal of Instructional Psychology, 2008
In order to fully evaluate the quality of evidence for any educational innovation, research is needed regarding consistency with theory, demonstrated effectiveness, and consistent implementation. The Help One Student to Succeed (HOSTS) Language Arts program was specifically mentioned in the "No Child Left Behind" act as a program that…
Descriptors: Federal Legislation, Elementary Schools, Language Arts, Urban Areas
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
