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Nelson, Gena; McMaster, Kristen L. – Learning Disabilities Research & Practice, 2019
Despite encouraging findings that show that interventions can improve students' math understanding, achievement gaps in math often persist or even widen for students who struggle. Practitioners play a significant role in closing these achievement gaps because they have the responsibility to select or design interventions. Practitioners may wish to…
Descriptors: Numeracy, Intervention, Instructional Effectiveness, Achievement Gap
Jung, Pyung-Gang; McMaster, Kristen L.; Kunkel, Amy K.; Shin, Jaehyun; Stecker, Pamela M. – Learning Disabilities Research & Practice, 2018
We examined the mean effect of teachers' use of data-based individualization (DBI) on the performance of students with intensive learning needs across academic areas and factors influencing the effects of DBI on student achievement. A total of 57 effect sizes from 14 studies were categorized into two comparisons: DBI Only (comparisons between DBI…
Descriptors: Meta Analysis, Academic Achievement, Effect Size, Comparative Analysis
Espin, Christine A.; Wayman, Miya Miura; Deno, Stanley L.; McMaster, Kristen L.; de Rooij, Mark – Learning Disabilities Research & Practice, 2017
In this special issue, we explore the decision-making aspect of "data-based decision-making". The articles in the issue address a wide range of research questions, designs, methods, and analyses, but all focus on data-based decision-making for students with learning difficulties. In this first article, we introduce the topic of…
Descriptors: Data Analysis, Decision Making, Curriculum Based Assessment, Graphs
Wagner, Dana L.; Hammerschmidt-Snidarich, Stephanie M.; Espin, Christine A.; Seifert, Kathleen; McMaster, Kristen L. – Learning Disabilities Research & Practice, 2017
Teachers must be proficient at using data to evaluate the effects of instructional strategies and interventions, and must be able to make, describe, justify, and validate their data-based instructional decisions to parents, students, and educational colleagues. An important related skill is the ability to accurately read and interpret…
Descriptors: Preservice Teachers, Progress Monitoring, Curriculum Based Assessment, Teacher Competencies
McMaster, Kristen L.; Espin, Christine A.; van den Broek, Paul – Learning Disabilities Research & Practice, 2014
Many studies have demonstrated the efficacy of reading comprehension interventions for struggling readers, including students with learning disabilities. Yet, some readers continue to struggle with comprehension despite receiving these interventions. In this article, we argue that an explicit link between cognitive psychology and intervention…
Descriptors: Cognitive Psychology, Reading Difficulties, Reading Comprehension, Learning Disabilities
Bemboom, Christina M.; McMaster, Kristen L. – Learning Disabilities Research & Practice, 2013
The purpose of this study was to compare the effects of peer-mediated versus teacher-directed reading intervention on the reading performance of high school sophomores. Participants (n = 57) from the lowest 25th percentile of their sophomore class in reading were assigned randomly to peer-mediated or teacher-directed intervention. Fifteen to…
Descriptors: Comparative Analysis, Reading Tests, Intervention, High School Students
Parker, David C.; Burns, Matthew K.; McMaster, Kristen L.; Shapiro, Edward S. – Learning Disabilities Research & Practice, 2012
Early writing interventions can help students develop the writing skills they need to experience positive educational and postsecondary outcomes, but effective intervention requires instructionally relevant assessment data. Shapiro's curriculum-based assessment (CBA) model integrates related yet distinct CBA approaches into a model that informs…
Descriptors: Intervention, Writing Evaluation, Writing Research, Curriculum Based Assessment
Pierce, Rebecca L.; McMaster, Kristen L.; Deno, Stanley L. – Learning Disabilities Research & Practice, 2010
The purpose of this study was to examine how different scoring procedures affect interpretation of maze curriculum-based measurements. Fall and spring data were collected from 199 students receiving supplemental reading instruction. Maze probes were scored first by counting all correct maze choices, followed by four scoring variations designed to…
Descriptors: Guessing (Tests), Validity, Scoring, Correlation