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Knight-Teague, Kerri; Vanderwood, Michael L.; Knight, Erin – School Psychology Review, 2014
Oral reading fluency is frequently used in school settings to assess student reading skills, but it is somewhat commonly believed that some students can read words fluently while not comprehending (i.e., word callers). Previous studies examining the prevalence of word callers typically included native English speakers rather than English learners…
Descriptors: English Language Learners, Grade 3, Grade 5, Oral Reading
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Smith, Jean Louise M.; Cummings, Kelli D.; Nese, Joseph F. T.; Alonzo, Julie; Fien, Hank; Baker, Scott K. – School Psychology Review, 2014
The purpose of this research brief is to present results from a study investigating the relation between word reading fluency (both initial level and fall-winter gain scores), passage reading fluency, and reading comprehension. Word reading fluency data were collected in the fall and winter; outcome measures were administered in the spring of…
Descriptors: Reading Fluency, Reading Comprehension, Grade 1, Elementary School Students
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Baroody, Alison E.; Rimm-Kaufman, Sara E.; Larsen, Ross A.; Curby, Timothy W. – School Psychology Review, 2014
The Responsive Classroom (RC) approach is an instructional delivery and social-emotional learning intervention designed to provide teachers with skills needed to create caring, well-managed classroom environments that are conducive to learning. This study examines the extent to which RC training predicts close student-teacher relationships, as…
Descriptors: Teacher Student Relationship, Grade 5, Elementary School Teachers, Elementary School Students
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Bryant, Diane Pedrotty – School Psychology Review, 2014
Clarke et al. (2014) provide a persuasive case for the role of a theory-of-change model to guide the nature of curriculum development work embodying both a theoretical and empirical knowledge foundation. They illuminate the components of their model, which were used to design and test the efficacy of a Tier 2 intervention for students who met…
Descriptors: At Risk Students, Grade 1, Response to Intervention, Mathematics Skills
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Woodbridge, Michelle W.; Sumi, W. Carl; Wagner, Mary M.; Javitz, Harold S.; Seeley, John R.; Walker, Hill M.; Small, Jason W.; Golly, Annemieke; Feil, Edward G.; Severson, Herbert H. – School Psychology Review, 2014
First Step to Success (First Step; Walker et al., 1997, 1998) is a secondary-level intervention for students with behavior problems in early elementary school. The purposes of this study were to assess whether effects in student behavior and academics at posttest shown in a recent efficacy trial (Walker et al., 2009) were maintained at follow-up…
Descriptors: Student Behavior, Behavior Problems, Pretests Posttests, Fidelity
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Sullivan, Amanda L.; Sadeh, Shanna S. – School Psychology Review, 2014
For more than 30 years, scholars and practitioners have debated how to distinguish emotional disturbance (ED) from social maladjustment (SM) when determining special education eligibility and need. Scholarship on the nature of ED and SM has paid little attention to the legal parameters of practice despite the fundamentally legalistic nature of…
Descriptors: Student Behavior, Behavior Problems, Emotional Disturbances, Special Education
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Madill, Rebecca A.; Gest, Scott D.; Rodkin, Philip C. – School Psychology Review, 2014
This study examines the roles of emotionally supportive teacher-child interactions and child characteristics (aggressive-disruptive behavior and low peer social preference) in first-, third, and fifth-grade children's perceptions of teacher closeness and sense of peer community. Results from a series of multilevel models suggest that emotionally…
Descriptors: Teacher Student Relationship, Interaction, Student Characteristics, Aggression
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Evans, Steven W.; Schultz, Brandon K.; DeMars, Christine E. – School Psychology Review, 2014
The purpose of this study was to examine the efficacy and dose-response relationship of a school-based treatment program for high school students with attention-deficit/hyperactivity disorder (ADHD). Two paraprofessionals provided interventions to 24 students with ADHD randomly assigned to the treatment condition at two public high schools. They…
Descriptors: High School Students, Adolescents, Attention Deficit Hyperactivity Disorder, Program Effectiveness
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Froh, Jeffrey J.; Bono, Giacomo; Fan, Jinyan; Emmons, Robert A.; Henderson, Katherine; Harris, Cheray; Leggio, Heather; Wood, Alex M. – School Psychology Review, 2014
Gratitude is essential to social life and well-being. Although research with youth populations has gained momentum recently, only two gratitude interventions have been conducted in youth, targeting mostly adolescents. In the current research, we tested a new intervention for promoting gratitude among the youngest children targeted to date.…
Descriptors: Teaching Methods, Psychological Patterns, Elementary School Students, Randomized Controlled Trials
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Clarke, Ben; Doabler, Christian T.; Strand Cary, Mari; Kosty, Derek; Baker, Scott; Fien, Hank; Smolkowski, Keith – School Psychology Review, 2014
This pilot study examined the efficacy of a Tier 2 first-grade mathematics intervention program targeting whole-number understanding for students at risk in mathematics. The study used a randomized block design. Students (N = 89) were randomly assigned to treatment (Fusion) or control (standard district practice) conditions. Measures of…
Descriptors: Grade 1, Elementary School Mathematics, Intervention, At Risk Students
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Varma, Sashank; Schleisman, Katrina B. – School Psychology Review, 2014
Incremental rehearsal (IR) is a flashcard technique that has been developed and evaluated by school psychologists. We discuss potential learning and memory effects from cognitive psychology that may explain the observed superiority of IR over other flashcard techniques. First, we propose that IR is a form of "spaced practice" that…
Descriptors: Drills (Practice), Instructional Materials, School Psychology, School Psychologists
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Mercer, Sterett H.; Idler, Alyssa M.; Bartfai, Jamie M. – School Psychology Review, 2014
This study is an investigation of the extent to which school psychology intervention research is guided by theory and addresses theoretical implications of findings. Intervention studies published during 2007-2012 in four journals, "Journal of School Psychology," "Psychology in the Schools," "School Psychology…
Descriptors: School Psychology, Intervention, School Psychologists, Program Evaluation
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DuBois, Matthew R.; Volpe, Robert J.; Hemphill, Elizabeth M. – School Psychology Review, 2014
Given that many schools have limited resources and a high proportion of students who present with deficits in early literacy skills, supports aimed at preventing reading failure must be simple and efficient and generate meaningful changes in student learning. We used a randomized group design with a wait-list control to extend the work of Volpe,…
Descriptors: Randomized Controlled Trials, Control Groups, Experimental Groups, Tutoring
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Thornblad, Shannon C.; Christ, Theodore J. – School Psychology Review, 2014
Curriculum-based measurement of reading (CBM-R) is used in research and practice to estimate the level and trend of student achievement. Although there is limited empirical or psychometric support to guide CBM-R progress monitoring practices, derived trend estimates are used to inform a variety of educational decisions including evaluations of…
Descriptors: Curriculum Based Assessment, Progress Monitoring, Program Evaluation, Reading
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Layous, Kristin; Lyubomirsky, Sonja – School Psychology Review, 2014
The present commentary considers the theoretical and applied implications of Froh, Bono, and colleagues' benefit-appraisals intervention to promote gratitude among youth. First, we discuss the developmental competencies that children need to master before they can benefit from this intervention. The target curriculum was successful among 8- to…
Descriptors: Youth, Intervention, Children, Prosocial Behavior
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