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Direct linkGoodwin, Amanda P.; Gilbert, Jennifer K.; Cho, Sun-Joo – Reading Research Quarterly, 2013
The current study uses a crossed random-effects item response model to simultaneously examine both reader and word characteristics and interactions between them that predict the reading of 39 morphologically complex words for 221 middle school students. Results suggest that a reader's ability to read a root word (e.g., "isolate") predicts that…
Descriptors: Item Response Theory, Morphemes, Semantics, Reading Comprehension
Goodwin, Amanda P.; Gilbert, Jennifer K.; Cho, Sun-Joo; Kearns, Devin M. – Journal of Educational Psychology, 2014
The current study models reader, item, and word contributions to the lexical representations of 39 morphologically complex words for 172 middle school students using a crossed random-effects item response model with multiple outcomes. We report 3 findings. First, results suggest that lexical representations can be characterized by separate but…
Descriptors: Lexicology, Morphology (Languages), Reading Comprehension, Reader Text Relationship
Bottge, Brian A.; Ma, Xin; Gassaway, Linda; Toland, Michael D.; Butler, Mark; Cho, Sun-Joo – Exceptional Children, 2014
A pretest-posttest cluster-randomized trial involving 31 middle schools and 335 students with disabilities tested the effects of combining explicit and anchored instruction on fraction computation and problem solving. Results of standardized and researcher-developed tests showed that students who were taught with the blended units outscored…
Descriptors: Teaching Methods, Mathematics Instruction, Disabilities, Computation
