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Peer reviewed
Direct linkHawkins, Renee O.; Kroeger, Stephen D.; Musti-Rao, Shobana; Barnett, David W.; Ward, Justine E. – Psychology in the Schools, 2008
Marking major changes in professional role performance, response to intervention (RTI) is now in the Individuals with Disabilities Education Act (IDEA, 2004) as a possible method to improve the identification of specific learning disabilities. Moreover, RTI and related concepts and initiatives have fundamentally influenced more general methods of…
Descriptors: Learning Disabilities, Prevention, Teacher Effectiveness, Intervention
Stremel, J. Meredith; Hawkins, Renee O.; Collins, Tai A.; Nabors, Laura – Psychology in the Schools, 2022
An ABAB design was used to analyze the effects of positive peer reporting plus a randomized dependent group contingency (PPR + DGC). This intervention package was implemented across three classrooms in an alternative school setting for students diagnosed with emotional and behavioral disorders. The DGC consisted of the teacher randomly choosing a…
Descriptors: Behavior Problems, Student Behavior, Intervention, Behavior Modification
Fite, Nathan M.; Morrison, Julie Q.; Hawkins, Renee O.; Newman, Christa; Rojas-Guyler, Liliana – Psychology in the Schools, 2021
This study employed an alternating treatment design with a baseline for three English learners in an urban Midwestern middle school to investigate the utility of a culturally adaptive intervention package called Preview-Review. Participants were provided with a scripted bilingual preview of conceptual and contextual information relating to the…
Descriptors: English Language Learners, Middle School Students, Urban Schools, Culturally Relevant Education
Morrison, Julie Q.; Hawkins, Renee O.; Collins, Tai A. – Psychology in the Schools, 2020
The Dyslexia Pilot Project provided funding to school districts to implement a multitiered system of support (MTSS) framework for the prevention, early identification, and early intervention of reading difficulties. This article describes the evaluation of the multiyear Dyslexia Pilot Project for students in kindergarten through Grade 2. The…
Descriptors: Cost Effectiveness, Dyslexia, Prevention, Disability Identification
Collins, Tai A.; Hawkins, Renee O.; Flowers, Emily M.; Kalra, Hilary D.; Richard, Jessie; Haas, Lauren E. – Psychology in the Schools, 2018
Students with emotional and behavioral disorders (EBD) have difficulty with academic engagement during independent seatwork tasks. The goal of the current study was to evaluate the effectiveness of Behavior Bingo, a novel interdependent group contingency intervention, on the academic engagement, off-task, and disruptive behavior of students with…
Descriptors: Intervention, Cultural Awareness, Emotional Disturbances, Behavior Disorders
Hale, Andrea D.; Hawkins, Renee O.; Sheeley, Wesley; Reynolds, Jennifer R.; Jenkins, Shonna; Schmitt, Ara J.; Martin, Daniel A. – Psychology in the Schools, 2011
Many reading comprehension measures require the student to read silently. When students read silently, important information (e.g., consistent reading errors) may not be identified. It may also be difficult to detect a student who is choosing not to read the passage. For this reason, investigating whether there is a significant difference in…
Descriptors: Elementary School Students, Silent Reading, Reading Aloud to Others, Grade 1
Hale, Andrea D.; Henning, Jaime B.; Hawkins, Renee O.; Sheeley, Wesley; Shoemaker, Larissa; Reynolds, Jennifer R.; Moch, Christina – Psychology in the Schools, 2011
This study was designed to investigate the validity of four different aloud reading comprehension assessment measures: Maze, comprehension questions, Maze accurate response rate (MARR), and reading comprehension rate (RCR). The criterion measures used in this study were the Woodcock-Johnson III Tests of Achievement (WJ-III ACH) Broad Reading…
Descriptors: Middle School Students, Reading Aloud to Others, Reading Tests, Reading Comprehension
Hawkins, Renee O.; Hale, Andrea; Sheeley, Wesley; Ling, Stacy – Psychology in the Schools, 2011
Using an adapted alternating treatments design, this study compared the effects of two intervention conditions on the reading fluency, comprehension, and comprehension rate of six high-school students reading below grade level. Students were repeatedly exposed to repeated reading (RR), repeated reading and vocabulary previewing (RR + VP), and no…
Descriptors: Reading Difficulties, Reading Achievement, Low Achievement, Reading Comprehension
Hawkins, Renee O.; Musti-Rao, Shobana; Hale, Andrea D.; McGuire, Shannon; Hailley, Jennifer – Psychology in the Schools, 2010
Classwide instructional strategies to improve not only reading fluency but also comprehension and vocabulary knowledge are essential for student reading success. The current study examined the immediate effects of two classwide listening previewing strategies on reading comprehension and vocabulary knowledge. Twenty-one, fourth-grade general…
Descriptors: Reading Comprehension, Silent Reading, Vocabulary Development, Listening Skills
McKissick, Chele; Hawkins, Renee O.; Lentz, Francis E.; Hailley, Jennifer; McGuire, Shannon – Psychology in the Schools, 2010
Disruptive behaviors displayed in the classroom interfere with learning by taking time away from academic instruction. This study investigated the effects of randomizing components within an interdependent group contingency for group disruptive behavior and engagement levels of 26 students in a second-grade classroom in an urban Midwestern school.…
Descriptors: Intervention, Behavior Problems, Student Behavior, Urban Schools
Oddo, Maria; Barnett, David W.; Hawkins, Renee O.; Musti-Rao, Shobana – Psychology in the Schools, 2010
Previous research has investigated the efficacy of peer-mediated repeated reading (RR) interventions carried out by student dyads. This research extends the existing research by investigating the impact of RR on oral reading fluency and comprehension when carried out by a teacher in small groups of fourth-grade students. Outcomes were analyzed…
Descriptors: Peer Teaching, Tutoring, Reading Instruction, Intervention
Skinner, Christopher H.; Williams, Jacqueline L.; Morrow, Jennifer Ann; Hale, Andre D.; Neddenriep, Christine E.; Hawkins, Renee O. – Psychology in the Schools, 2009
This article describes a secondary analysis of a brief reading comprehension rate measure, percent comprehension questions correct per minute spent reading (%C/M). This measure includes reading speed (seconds to read) in the denominator and percentage of comprehension questions answered correctly in the numerator. Participants were 22 4th-, 29…
Descriptors: Reading Rate, Reading Comprehension, Measures (Individuals), Validity
