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Educational Psychology

Response to Intervention

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Full-Text Articles in Education

Structural-Symbolic Translation Fluency: Reliability, Validity, And Usability, Matt C. Hoskins May 2016

Structural-Symbolic Translation Fluency: Reliability, Validity, And Usability, Matt C. Hoskins

Electronic Theses and Dissertations

Standardized formative mathematics assessments typically fail to capture the depth of current standards and curricula. Consequently, these assessments demonstrate limited utility for informing the instructional implementation choices of teachers. This problem is particularly salient as it relates to the mathematical problem solving process. The purpose of this study was to develop and evaluate the psychometric characteristics of Structural-Symbolic Translation Fluency, a curriculum-based measure (CBM) of mathematical problem solving. The development of the assessment was based on previous research describing the cognitive process of translation (Mayer, 2002) as well as mathematical concept development at the quantitative, structural, and symbolic levels (Dehaene ...


A Meta-Analysis Of Research-Based Reading Interventions With English Language Learners, Maritza Torres Jan 2016

A Meta-Analysis Of Research-Based Reading Interventions With English Language Learners, Maritza Torres

Electronic Theses and Dissertations

The Response to Intervention (RTI) model, introduced as part of the reauthorization of the Individuals with Disabilities Education Act in 2004, is a proactive process of early interventions and evidence-based instruction for all students. RTI has additional intensive and individualized interventions to prevent student underachievement, including students at risk for academic failure and culturally and linguistically diverse students (Vellutino et al., 1996; Donovan & Cross, 2002; Francis, Rivera, Lesaux, Kieffer, & Rivera, 2006; Fuchs & Fuchs, 2006; Vellutino, Scanlon, Small, & Fanuele, 2006; Al Otaiba et al., 2009). Klingner and Edwards (2006) suggest that the needs of culturally and linguistically diverse students differ from the general population of students. Research indicates challenges ...


Identification Of Specific Learning Disabilities: Georgia School Psychologists' Perceptions, Marie T. Underwood Jan 2014

Identification Of Specific Learning Disabilities: Georgia School Psychologists' Perceptions, Marie T. Underwood

Electronic Theses and Dissertations

An on-line survey was conducted to investigate the assessment practices and perceptions of 366 practicing school psychologist in the state of Georgia concerning various operational components, and the use of RTI when determining SLD eligibility. Results were analyzed using ordinal logistic regression to determine if psychologists’ perceptions could be predicted based on various explanatory variables. Results revealed that a little over half of the respondents preferred assessment of cognitive processing deficits evidenced through patterns of strengths and weaknesses for establishing SLD classification; while well over two-thirds continue to also value analysis of cognitive ability (IQ) scores. Psychologists’ assessment practices were ...


Predicting Performance On The Tennessee Comprehensive Assessment For Reading For Third Graders Using Reading Curriculum Based Measures, Robert S. Kirkham Aug 2013

Predicting Performance On The Tennessee Comprehensive Assessment For Reading For Third Graders Using Reading Curriculum Based Measures, Robert S. Kirkham

Electronic Theses and Dissertations

Despite flexibility waivers granted to states by the United States Department of Education from some provisions of the No Child Left Behind Act, our nation’s public schools continue to struggle to improve reading proficiency as measured by high stakes assessments. To reach state targets for reading proficiency schools must use data at the earliest point possible to inform instructional strategies and identify students at risk of failure. The response to intervention model holds promise for improving reading outcomes particularly for early elementary students.

The effective use of reading curriculum based measures (R-CBM) to determine if instruction is adequate to ...