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My research interests involve creating conditions for
successful response to intervention of academically
diverse learners, including students at-risk, students
with disabilities, and students from culturally and
linguistically diverse backgrounds. My research focuses
on (1) promoting teachers’ use of data-based
decision-making and evidence-based instruction and (2)
developing individualized interventions for students for
whom generally effective instruction is not sufficient.
Possible funding for prospective students: Minnesota
Interdisciplinary Training in Education Research (MITER):
http://cehd.umn.edu/MITER/default.html
Selected publications
McMaster, K. L., Du, X., & Petursdottir, A.
(2009). Technical features of curriculum-based measures for
beginning writers. Journal of Learning Disabilities.
McMaster, K. L., & Campbell, H.
(2008). Technical features of new and existing measures
of written expression: An examination within and across
grade levels. School Psychology Review, 27 (4).
McMaster, K. L., Kung, H., Han, I.,
& Cao, M. (2008). Peer-assisted learning strategies: A
“Tier 1” approach to promoting responsiveness to
beginning reading instruction for English learners.
Exceptional Children, 74 (3), 194-214).
Rapp, D. N., van den Broek, P.,
McMaster, K. L., Kendeou, P., & Espin, C. A. (2007).
Higher-order comprehension processes in struggling
readers: A perspective for research and intervention.
Scientific Studies of Reading, 11, 289-312.
McMaster, K. L., & Espin, C. (2007).
Curriculum-based measurement in writing: A literature
review. Journal of Special Education, 41, 68-84.
McMaster, K. L., Fuchs, D., Fuchs,
L. S., & Compton, D. L. (2005). Responding to
nonresponders: An experimental field trial of
identification and intervention methods. Exceptional
Children, 71(4), 445-463.
Complete
vitae [.pdf]
January 2008
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