University of Minnesota
Driven to Discover


Resources | Publications

Publications by MCRR Affilated Faculty:

Recent Publications (by author)

Selected Publications (by topic)


Recent Publications (by author):

 

Matthew Burns - MCRR Co-Director; Professor, Educational Psychology

Burns, M. K. & Gibbons, K. (2012). Response to intervention implementation in elementary and secondary schools: Procedures to assure scientific-based practices (2nd edition). New York: Routledge.

Burns, M. K., Riley-Tillman, T. C., & VanDerHeyden, A. M. (2012). Advanced RTI applications: Intervention design and implementation. New York: Guilford.

Burns, M. K., Hodgson, J., Parker, D. C., & Fremont, K. (2011). Comparison of the effectiveness and efficiency of text previewing and preteaching keywords as small-group reading comprehension strategies with middle school students. Literacy Research and Instruction, 50, 241-252.

Burns, M. K. & Kwoka, H., Lim, B, Crone, M. Haegele, K., Parker, D. C., Petersen, S. & Scholin, S. E. (2011). Minimum reading fluency necessary for comprehension among second-grade students. Psychology in the Schools, 48, 124-132.

Volpe, R. J., Burns, M. K., DuBois, M., & Zaslofsky, A. F. (2011). Computer-assisted tutoring: Teaching letter sounds to kindergarten students using incremental rehearsal. Psychology in the Schools, 48, 332-342

Burns, M. K. & Boice, C. (2010). Effective teaching strategies. In C. S. Clauss-Ehlers (Ed.), Encyclopedia of cross-cultural school psychology. Springer Publications.

Burns, M. K., Hodgson, J., Parker, D. C., & Fremont, K. (in press). Comparison of the effectiveness and efficiency of text previewing and preteaching keywords as small-group reading comprehension strategies with middle school students. Literacy Research and Instruction.

Burns, M. K., Kwoka, H., Lim, B., Crone, M. Haegele, K., Parker, D. C., Petersen, S. & Scholin, S. E. (2011). Minimum reading fluency necessary for comprehension among second-grade students. Psychology in the Schools, 48, 124-132.

Burns, M. K., Scholin, S. E., & Zaslofsky, A. (2011). Advances in assessment through research: What have we learned in the past three years? Assessment for Effective Intervention, 36, 107-112.

Burns, M. K. & Sterling-Turner, H. (2010). Comparison of efficiency measures for academic interventions based on acquisition and maintenance of the skill. Psychology in the Schools, 47, 126-134.

Cook, C. R., Burns, M. K., Browning-Wright, D., & Gresham, F.M. (2011). A guide to refining and retooling school psychological practice in the era of RtI. Palm Beach: LRP Publications.

Parker, D. C., McMaster, K., & Burns, M. K. (2011). Determining an instructional level for beginning writing skills. School Psychology Review, 40.

VanDerHeyden, A. M. & Burns, M. K. (2010). Essentials of response to intervention. New York: Wiley.

Volpe, R. J., DuBois, M., Zaslofsky, A. F., & Burns, M. K. (in press). Computer-assisted tutoring: Teaching letter sounds to kindergarten students using incremental rehearsal. Psychology in the Schools.

Peer Reviewed Conferences:

Burns, M. K. (2010, March, chair), Haegele, K., Zaslofsky, A., Peterson, S., & Volpe, R. Instructionally relevant memory research. Symposium presented at the National Association of School Psychologists Annual Conference, Chicago, IL.

Burns, M. K. (2010, March, chair), Parker, D., Barrett, C., Codding, R., & Christ, T. Instructional level academic interventions: Evidence for skill by treatment interactions. Symposium presented at the National Association of School Psychologists Annual Conference, Chicago, IL.

 

Theodore Christ - Professor, Educational Psychology

Ardoin, S. P., Williams, J. C., Christ, T. J., Klubnik, C., & Wellborn, C. (2010). Examining readability estimates' predictions of students' oral reading rate: Spache, Lexile, and Forcast. School Psychology Review, 39(2), 277-285.

Chafouleas, S. M., Briesch, A. M., Riley-Tillman, T. C., Christ, T. J., Black, A. C., & Kilgus, S. P. (2010). An investigation of the generalizability and dependability of Direct Behavior Rating Single Item Scales (DBR-SIS) to measure academic engagement and disruptive behavior of middle school students. Journal of School Psychology, 48(3), 219-246.

Christ, T. J., Riley-Tillman, T. C., Chafouleas, S. M., & Boice, C. H. (2010). Direct Behavior Rating (DBR): Generalizability and dependability across raters and observations. Educational and Psychological Measurement, 70(5), 825-843.

Christ, T. J., Silberglitt, B., Yeo, S., & Cormier, D. (2010). Curriculum-based measurement of oral reading: An evaluation of growth rates and seasonal effects among students served in general and special education. School Psychology Review, 39(3), 447-462.

 

Deborah Dillon - Guy Bond Chair in Reading, Professor, Curriculum & Instruction

Department of Education (2006). Individuals with Disabilities Education. Developed by the National Accessible Reading Assessment Projects under grants H324F040001, H324F040002, and R324A060034 from the U.S. Department of Education, Institute of Education Sciences, National Center for Special Education Research.

Dillon, D. R. (2007). Minnesota Reads: An Opportunity to Strengthen Literacy Teacher Preparation. Resources for the March 30, 2007, meeting of all Minnesota reading professors. Minneapolis: University of Minnesota College of Education and Human Development.

Dillon, D. R. & O'Brien, D. G. (2008). The role of motivation in engaged reading of adolescents. In Hinchman, K. A . & Sheridan-Thomas, H. K. (Eds.), Best practices in adolescent literacy instruction, Solving problems in the teaching of literacy, 78-96. New York, NY, US: Guilford Press.

Dillon, D. R., O'Brien, D. G., Kato, K., Scharber, C., Kelly, C., Beaton, A., & Biggs, B. (2009). The design and validation of a motivating large-scale accessible reading comprehension assessment for students with disabilities. Fifty-eighth yearbook of the national reading conference, 277-293. Milwaukee, WI: The National Reading Conference.

Dillon, D. R., O’Brien, D. G., Sato, M., & Kelly, C. M. (2010). Professional development and teacher education for reading instruction. In M. L. Kamil, P. D. Pearson, E. B. Moje, & P. Afflerbach (Eds.), Handbook Of Reading Research, 4, 629-659. Mahwah, N.J: Lawrence Erlbaum Publishers.

Thurlow, M. L., Laitusis, C. C., Dillon, D. R., Cook, L. L., Moen, R. E., Abedi, J., & O’Brien, D. G. (2009). Accessibility principles for reading assessments. Minneapolis, MN: National Accessible Reading Assessment Projects. Available on the World Wide Web at www.narap.info. U.S.

Vagle, M. D., Dillon, D. R., Davison-Jenkins, J. LaDuca, B., & Olson, V. (2006). Redesigning literacy pre-service education at four institutions: A three-year collaborative project. Fifty-Fifth Yearbook of the National Reading Conference, 324-340. Milwaukee: The National Reading Conference.

 

Lori Helman - MCRR Co-Director; Associate Professor, Curriculum & Instruction

Helman, L., Bear, D. R., Templeton, S., Invernizzi, M. & Johnston, F. (2012). Words their way with English learners: Word study for phonics, vocabulary and spelling, 2nd Edition. Boston: Allyn & Bacon.

Burns, M. K. & Helman, L. A. (2009). Relationship between language skills and acquisition rate of sight words among English language learners. Literacy Research and Instruction, Vol 48(3), 221-232.

Helman, L. (2004). Building on the sound system of Spanish: Insights from the alphabetic spellings of English language learners. The Reading Teacher, 57, 452-460. Newark, DE: International Reading Association.

Helman, L. (2008). English words needed: Creating research-based vocabulary instruction for English learners. In A. E. Farstrup & S. J. Samuels (Eds.), What Research Has To Say about Vocabulary Instruction (pp. 211-237). Newark, DE: International Reading Association.

Helman, L. A. (Ed.) (2009). Literacy Development with English Learners: Research-Based Instruction in Grades K-6. New York: The Guilford Press.

Helman, L. A. & Bear, D. R. (2007). Does an established model of orthographic development hold true for English learners? In D. W. Rowe, R. Jimenez, D. L. Compton, D. K. Dickinson, Y. Kim, K. M. Leander, and V. J. Risko (Eds.), 56th Yearbook of the National Reading Conference. 266-280.

Helman, L. A., Bear, D. R., Templeton, S., Invernizzi, M. & Johnston, F. (2011). Words their way with English learners: Word study for phonics, vocabulary and spelling instruction, 2nd Edition. Boston: Allyn & Bacon.

 

Cynthia Lewis - Professor, Curriculum & Instruction

Lewis, C. (2000). Limits of identification: The personal, pleasurable, and critical in reader response. Journal of Literacy Research, 32, 253-266.

Lewis, C. (2006). What’s Discourse Got to Do With It?: A meditation on critical discourse analysis in literacy research. ‘At Last.’ Research in the Teaching of English, 40, 355-361.

Lewis, C. (in press). Internet Communication Among Youth: New Practices and Epistemologies. In J. Flood, D. Lapp, & S. B. Heath (Eds.), Handbook on Teaching Literacy through the Communicative, Visual and Performing Arts. Mahwah, NJ: Lawrence Erlbaum Associates.

Lewis, C. & del Valle, A. (in press). Literacy and identity. In Christenbury, L., Bomer, R., & Smagorinsky, P. (Eds.), Handbook of adolescent literacy research. New York: Guilford Press.

Lewis, C., Enciso, P., & Moje, E. (Eds.) (2007). Reframing sociocultural research on literacy: Identity, Agency, and Power. Mahwah, NJ: Lawrence Erlbaum Associates.

Lewis, C. & Fabos, B. (2005). Instant messaging, literacies, and social identities. Reading Research Quarterly. 40, 470-501.

Lewis, C. & Ketter, J. (2004). Learning as social interaction: Interdiscursivity in a teacher-researcher book group. In R. Rogers (Ed.), An introduction to critical discourse analysis in education (pp. 117-146). Mahwah, NJ: Lawrence Erlbaum Associates.

Lewis, C., Ketter, J., & Fabos, B. (2001). Reading race in a rural context. International Journal of Qualitative Studies in Education, 14, 317-350.

 

Jennifer McComas - Professor, Educational Psychology

Hoch, H., McComas, J. J., Johnson, L. A., Faranda, N., & Guenther, S. L. (2002). The effects of magnitude and quality of reinforcement on choice responding during play activities. Journal of Applied Behavior Analysis, 35, 171- 181.

Hoch, H., McComas, J. J., Thompson, A. L., & Paone, D. (2002). Concurrent reinforcement schedules: Behavior change and maintenance without extinction. Journal of Applied Behavior Analysis, 35, 155-169.

Johnson, L., McComas, J. J., Thompson, A., & Symons, F. J. (2004). Obtained versus programmed reinforcement: Practical considerations in the treatment of escape-reinforced aggression. Journal of Applied Behavior Analysis, 37, 239-242.

Lee, R., McComas, J., & Jawar, J. (2002). The effects of differential reinforcement on varied verbal responding by individuals with autism to social questions. Journal of Applied Behavior Analysis, 35, 391-402.

McComas, J. J., Goddard, C., & Hoch, H. (2002). The effects of leisure activities during academic work breaks on task engagement and negatively reinforced destructive behavior. Education and Treatment of Children, 25, 103-112.

McComas, J. J., Johnson, L., & Symons, F. J. (2005) Teacher and peer responsivity to pro-social behavior of high aggressors in preschool. Educational Psychology, 25, 223 - 232.

Murphy, E. S., McSweeney, F. K., Smith, R. G., & McComas, J. J. (2003). Dynamic changes in reinforcer effectiveness: Theoretical, methodological, and practical implications for applied research. Journal of Applied Behavior Analysis, 36, 421-438.

Symons, F. J., Hoch, J., Dahl, N., & McComas, J. J. (2003). Sequential and matching analyses of adaptive and aberrant behavior. Journal of Applied Behavior Analysis, 36, 267-270. McComas, J. J., Thompson, A., & Johnson, L.A. (2003). The effects of presession attention on problem behavior maintained by different reinforcers. Journal of Applied Behavior Analysis, 36, 297-307.

 

Kristen McMaster - Associate Professor, Educational Psychology

De La Paz, S., Espin, C., & McMaster, K. L. (2010). RTI in writing instruction: Implementing evidence-based interventions and evaluating the effects for individual students. In Glover, T. A. & Vaughn, S. (Eds.)The promise of response to intervention: Evaluating current science and practice. 204-238. New York, NY, US: Guilford Press, xi, 322 pp.

Lembke, E. S., McMaster, K. L., & Stecker, P. M. (2010). The prevention science of reading research within a Response-to-intervention model. Psychology in the Schools, 47(1), 22-35.

McMaster, K. L., Sáenz, L. M., Watson, J. A., & Wayman, M. M. (2010). Using curriculum-based measurement to monitor secondary English language learners’ responsiveness to peer-mediated reading instruction. Reading & Writing Quarterly: Overcoming Learning Difficulties, 26(4), 308-332.

Pierce, R. L., McMaster, K. L., & Deno, S. L. (2010), The Effects of Using Different Procedures to Score Maze Measures. Learning Disabilities Research & Practice, 25: 151–160.

 

David O’Brien - Professor of Literacy Education, Curriculum & Instruction

Beach, R., & O’Brien, D. (2005). Playing texts against each other in the multimodal English classroom. English in Education, 39 (2), 44-59.

Dillon, D. R., O'Brien, D. G. (2008). The role of motivation in engaged reading of adolescents. In Hinchman, K. A. & Sheridan-Thomas, H. K. (Eds). Best practices in adolescent literacy instruction, Solving problems in the teaching of literacy. (pp. 78-96). New York, NY, US: Guilford Press, xviii, 379 pp.

Dillon, D. R., O’Brien, D. G., Sato, M., & Kelly, C. M. (2010). Professional Development and Teacher Education for Reading Instruction. In M. L. Kamil, P. D. Pearson, E. B. Moje, & P. P. Afflerbach (Eds.), Handbook of Reading Research, Vol 4 (629-660). New York, NY: Routledge.

Moje, E. B. & O'Brien, D. G. (Eds). (2001). Constructions of literacy: Studies of teaching and learning in and out of secondary schools. Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.

O’Brien, D. G. (2006). “Struggling” adolescents’ engagement in multimediating: Countering the institutional construction of incompetence. In D. E. Alvermann, K. A. Hinchman, D. W. Moore, S. F. Phelps, & D. R. Waff (Eds.), Reconceptualizing the literacies in adolescents’ lives (pp. 29-45). Mahwah, NJ: Lawrence Erlbaum.

 

Debra S. Peterson - MCRR Education Specialist; Ph.D. in Literacy Education

Taylor, B. M., Pearson, P. D., Peterson, D. S., Rodriguez, M. C. (2003). Reading growth in high-poverty classrooms: The influence of teacher practices that encourage cognitive engagement in literacy learning. The Elementary School Journal, Vol 104(1). 3-28.

Taylor, B. M., Pearson, P. D. Peterson, D. S., Rodriguez, M. C. (2005). The CIERA School Change Framework: An evidence-based approach to professional development and school reading improvement. Reading Research Quarterly, Vol 40(1): 40-69.

 

Michael Rodriguez - Associate Professor, Educational Psychology

Rodriguez, M. C. (2004). The Role of Classroom Assessment in Student Performance on TIMSS. Applied Measurement in Education, Vol 17(1). 1-24.

Rodriguez, M. C. (2005). Three Options Are Optimal for Multiple-Choice Items: A Meta-Analysis of 80 Years of Research. Educational Measurement: Issues and Practice, Vol 24(2). 3-13.

Rodriguez, M. C. (2009). Psychometric considerations for alternate assessments based on modified academic achievement standards. Peabody Journal of Education, Vol 84(4). 595-602.

Rodriguez, M. C. & Maeda, Y. (2006). Meta-analysis of coefficient alpha. Psychological Methods, Vol 11(3). 306-322.

Rodriguez, M. C. & Morrobel, D. (2004). A Review of Latino Youth Development Research and a Call for an Asset Orientation. Hispanic Journal of Behavioral Sciences, Vol 26(2).

Taylor, B. M., Pearson, P. D., Peterson, D. S., Rodriguez, M. C. (2005). The CIERA School Change Framework: An evidence-based approach to professional development and school reading improvement. Reading Research Quarterly, Vol 40(1). 40-69.

Zimmerman, S. S., Rodriguez, M. C., Rewey, K. L., & Heidemann, S. L. (2008). The impact of an early literacy initiative on the long term academic success of diverse students. Journal of Education for Students Placed at Risk, Vol 13(4). 452-481.

 

Barbara Taylor - Guy Bond Professor in Reading, Curriculum & Instruction

Stahl, K. A. D., García, G. E., Bauer, E. B., Pearson, P. D., and Taylor, B. M. (2006). Making the Invisible Visible: The Development of a Comprehension Assessment System. Reading research at work: Foundations of effective practice. In Stahl, K. A. D. & McKenna, M. C. (Eds). Reading research at work: Foundations of effective practice. (pp. 425-436). New York, NY, US: Guilford Press.

Taylor, B. M. (2011). Catching Grades (Vols. K-4/5) N. K. Duke, (Ed.). Portsmouth, NH: Heinemann.

Taylor, B. M. (2011). Catching Schools. N. K. Duke, (Ed.). Portsmouth, NH: Heinemann.

Taylor, B. M., & Pearson, P. D. (2005). Using study groups and reading assessment data to improve reading instruction within a school. In Paris, S. & Stahl, S. (Eds.), Current issues in reading comprehension and assessment. Mahwah, NJ: Erlbaum. (pp. 237-255).

Taylor, B. M., Pearson, P. D., Garcia, G. E., Stahl, K., & Bauer, E. (2006). Improving students’ reading comprehension. In K. Stahl, (Ed.), Seeking Understanding in How to Teach Reading: Selected Works by Steven Stahl (pp.303-315). New York: Guilford.

Taylor, B. M., Raphael, T. E., & Au, K. (2010). Reading and School Reform. In M. L. Kamil, P. D. Pearson, E. B. Moje, & P. P. Afflerbach (Eds.), Handbook of Reading Research, Vol 4 (594-628). New York, NY: Routledge.

Taylor, B. M. & Ysseldyke, J. E., Eds. (in press). Educational interventions for struggling readers, K-6. New York: TC Press.

 

Jennifer York-Barr - Professor, Educational Psychology

Ghere, G., York-Barr, J. (2007). Paraprofessional Turnover and Retention in Inclusive Programs: Hidden Costs and Promising Practices. Remedial and Special Education, Vol 28(1). 21-32.

York-Barr, J., Ghere, G., Sommerness, J. (2007). Collaborative teaching to increase ELL student learning: A three-year urban elementary case study. Journal of Education for Students Placed at Risk, Vol 12(3). 301-335.

York-Barr, J., Sommers, W. A.. Ghere, G. S., & Montie, J. (2006). Reflective practice to improve schools: An action guide for educators (2nd ed.). Thousand Oaks, CA, US: Corwin Press.

 

Jim Ysseldyke - Professor, Educational Psychology

Bolt, D. M., Ysseldyke, J., & Patterson, M. J. (2010). Students, teachers, and schools as sources of variability, integrity, and sustainability in implementing progress monitoring. School Psychology Review, Vol 39(4). 612-630.

Burns, M. K., Klingbeil, D. A., & Ysseldyke, J. (2010). The effects of technology-enhanced formative evaluation on student performance on state accountability math tests. Psychology in the Schools, Vol 47(6). 582-591.

Lekwa, A. & Ysseldyke, J. (2010). Dissertation research in school psychology: Changes in topics and methodology over the past 25 years. Journal of Applied School Psychology, Vol 26(1). 17-37.

McBride, J. R., Ysseldyke, J., Milone, M., & Stickney, E. (2010). Technical adequacy and cost benefit of four measures of early literacy. Canadian Journal of School Psychology, Vol 25(2). 189-204.

Taylor, B. M. & Ysseldyke, J. E., Eds. (in press). Educational interventions for struggling readers, K-6. New York: TC Press.

Ysseldyke, J., Burns, M. K., & Rosenfield, S. (2009). Blueprints on the future of training and practice in school psychology: What do they say about educational and psychological consultation? Journal of Educational & Psychological Consultation, Vol 19(3). 177-196.

 

Steve Yussen - Professor, Institute of Child Development

Liu, Y. & Yussen, S. R. (2005). A comparison of perceived control beliefs between Chinese and American students. International Journal of Behavioral Development, Vol 29(1). 14-23.

 

Top of page

 


Selected Publications (by topic):

 

Assessment

Burns, M. K. (in press). Formative evaluation in school psychology: Informing the instructional process. School Psychology Forum.

Burns, M. K. & Helman, L. (in press). Relationship between language skills and acquisition rate of sight-words among English language learners. Reading Research and Instruction.

Burns, M. K., Senesac, B. J., & Silberglitt, B. (in press). Longitudinal effect of a volunteer tutoring program on reading skills of students identified as at-risk for reading failure: A two-year follow-up study. Reading Research and Instruction.

Burns, M. K. & Wagner, D. (2008). Determining an effective intervention within a brief experimental analysis for reading: A meta-analytic review. School Psychology Review, 37, 126-136.

Christ, T. J. (2006). Short term estimates of growth using curriculum-based measurement of oral reading fluency: Estimates of standard error of the slope to construct confidence intervals. School Psychology Review, 35, 128-133.

Christ, T. J., Burns, M. K., & Ysseldyke, J. (2005). Conceptual confusion within response-to-intervention vernacular: Clarifying meaningful differences. Communique, 34, 1-7.

Christ, T. J., Davie, J., & Berman, S. (2006). CBM data and decision making in RTI contexts: Addressing performance variability. Communique, 29-31.

Christ, T. J., & Hintze, J. M. (in press). Psychometric considerations of reliability when evaluating response to intervention. In S. R. Jimmerson, A. M. VanderHayDen & M. K. Burns (Eds.), Response to Intervention Handbook (pp. XXX-XXX). New York: Springer.

Christ, T. J., & Poncy, B. C. (2005). Guest editors' introduction to a special issue on response to intervention. Journal of Psychoeducational Assessment, 23.

Christ, T. J., Silberglitt, B., Yeo, S., & Cormier, D. (2010). Curriculum-based measurement of oral reading: An evaluation of growth rates and seasonal effects among students served in general and special education. School Psychology Review, 39(3), 447-462.

Helman, L. (2005). Using literacy assessment results to improve teaching for English language learners. The Reading Teacher, 58(7), 668-677. Newark, DE: International Reading Association.

Hintze, J. M., Christ, T. J., & Methe, S. A. (2006). Curriculum-based assessment. Psychology in the Schools, 43, 45-56.

Salvia, J. & Ysseldyke, J.E. (2007). Assessment: In special and inclusive education (10th Edition). Boston: Houghton-Mifflin.

Treptow, M. A., Burns, M. K., & McComas, J. J. (2007). Reading at the frustration, instructional, and independent levels: Effects on student time on task and comprehension. School Psychology Review, 36, 159-166.

 

Collaboration

York-Barr, J., Ghere, G., Sommerness, J. (2007). Collaborative teaching to increase ELL student learning: A three-year urban elementary case study. Journal of Education for Students Placed at Risk, Vol 12(3). 301-335.

York-Barr, J., & Kronberg, R. (2002). From isolation to collaboration: Learning from effective partnerships between general and special educators. In W. Sailor (Ed.) Whole school success and inclusive education: Building partnerships for learning, achievement, and accountability (pp. 163-181). New York: Teachers College Press. 

 

Comprehension

Lagrou, R., Burns, M. K., Mizerek, E., & Mosack, J. (2006). Effect of text presentation on reading fluency and comprehension: An exploratory analysis. Journal of Instructional Psychology, 33, 100-109.

Rapp, D. N., van den Broek, P., McMaster, K. L., Kendeou, P., & Espin, C. A. (in press). Higher-order comprehension processes and struggling readers: A perspective for research and intervention. Scientific Studies of Reading.

Taylor, B.M., Pearson, P. D., Garcia, G. E., Stahl, K. Bauer, E., Improving students’ reading comprehension. (2006). In K. Stahl, (Ed.), Seeking Understanding in How to Teach Reading: Selected Works by Steven Stahl (pp.303-315). New York: Guilford.

Treptow, M. A., Burns, M. K., & McComas, J. J. (in press). Reading at the frustration, instructional, and independent levels: Effects on student time on task and comprehension. School Psychology Review.

van den Broek, P., & Kremer, K. (2000). The mind in action: What it means to comprehend. In B. Taylor, P. van den Broek, & M. Graves (Eds.), Reading for meaning, pp. 1-31. New York: Teacher’s College Press.

van den Broek, P., Lorch, R. F. Jr., Linderholm, T., & Gustafson, M. (2001). The effects of readers’ goals on inference generation and memory for texts. Memory and Cognition, 29, 1081-1087.

van den Broek, P., Tzeng, Y., Risden, K., Trabasso, T., & Basche, P. (2001). The effects of questioning during and after reading on comprehension at different grades. Journal of Educational Psychology, 93, 521-d529.

van den Broek, P., Virtue, S., Everson, M. G., Tzeng, Y., & Sung, Y. (2002). Comprehension and memory of science texts: Inferential processes and the construction of a mental representation. In J. Otero, J. A. Leon, & A. C. Graesser (Eds.), The psychology of science text comprehension (pp. 131-154). Mahwah, NJ: Erlbaum.

 

Effective Schools and School Improvement

Algozzine, B., Ysseldyke, J., & Elliott, J. (1997). Strategies and tactics for effective instruction. Longmont, CO: Sopris West.

Helman, L. (2006). What’s in a conversation? Mentoring stances in coaching conversations and how they matter. In B. Achinstein, & S. Z. Athanases (Eds.). Mentors in the making: Developing new leaders for new teachers (pp. 69-82). NY: Teachers College Press (the series on school reform).

Taylor, B. M., & Pearson, P. D. (eds.) (2002). Teaching Reading: Effective Schools, Accomplished Teachers. Mahwah, N.J. Erbaum.

Taylor, B. M., & Pearson, P. D. (2004). CIERA Research on Learning to Read — at School, at Home, and in the Community. The Elementary School Journal, 105 (2), 167-181.

Taylor, B. M., & Pearson, P. D. (2005). Using study groups and reading assessment data to improve reading instruction within a school, In Paris, S., & Stahl, S. (Eds.), Current issues in reading comprehension and assessment. Mahwah, NJ: Erlbaum. (pp. 237-255).

Taylor, B. M., Pearson, P. D., Peterson, D. S., & Rodriguez, M. C. (2003). Reading Growth in High-poverty Classrooms: The Influence of Teacher Practices that Encourage Cognitive Engagement in Literacy Learning. The Elementary School Journal, 104, 3-28.

Taylor, B. M., Pearson, P. D , Peterson, D. P., & Rodriguez, M. C. (2005). The CIERA School Change Framework: An evidenced-based approach to professional development and school reading improvement. Reading Research Quarterly, 40(1), 40–69.

York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74(3), 255-316.

York-Barr, J., Sommerness, J., & Ghere, G. (2005). Teachers as leaders of inclusive schooling: What, why and how. Burlington, VT: University of Vermont, National Institute on Leadership for Disability and Students Placed at Risk. [peer-reviewed]

York-Barr, J., Sommers, W. A., Ghere, G.S., & Montie, J. K. (2006). Reflective practice to improve schools: An action guide for educators (2nd ed). Thousand Oaks, CA: Corwin Press.

 

English Language Learners

Bear, D. R., Helman, L. A., Templeton, S., Invernizzi, M. & Johnston, F. (2007). Words their way with English learners: Word study for phonics, vocabulary and spelling instruction. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.

Helman, L. (2004). Building on the sound system of Spanish: Insights from the alphabetic spellings of English language learners. The Reading Teacher, 57, 452-460. Newark, DE: International Reading Association.

McMaster, K. L., Kung, H., Han, I., & Cao, M. (in press). Peer-assisted learning strategies: A "tier 1" approach to promoting responsiveness to beginning reading instruction for English learners. Exceptional Children.

McMaster, K. L., Wayman, M., & Cao, M. (in press). Monitoring the reading progress of secondary-level English learners: Technical features of oral reading and maze tasks. Assessment for Effective Intervention.

York-Barr, J., Ghere, G., Sommerness, J. (2007). Collaborative teaching to increase ELL student learning: A three-year urban elementary case study. Journal of Education for Students Placed at Risk, Vol 12(3). 301-335.

 

Fluency

Lagrou, R., Burns, M. K., Mizerek, E., & Mosack, J. (2006). Effect of text presentation on reading fluency and comprehension: An exploratory analysis. Journal of Instructional Psychology, 33, 100-109.

Silberglitt, B., Burns, M. K., Madyun, N. H., & Lail, K. E. (2006). Relationship of reading fluency assessment data with state accountability test scores:  A longitudinal comparison of grade levels. Psychology in the Schools, 43, 527-536.

 

Grade Retention

Silberglitt, B., Appleton, J., Burns, M. K., & Jimerson, S. R. (2006). Examining the effect of grade retention on student reading performance: A longitudinal study. Journal of School Psychology, 44, 255-270.

Silberglitt, B., Jimerson, S. R., Burns, M. K., Appleton, J. (2006). Does the timing of grade retention make a difference in outcomes? Examining the effects of early versus later grade retention on student reading performance. School Psychology Review, 35, 134-141.

 

Policy

Dillon, D. R. (2003). In leaving no child behind have we forsaken individual learners, teachers, schools, and communities? Yearbook of the national reading conference (pp.1-31). Milwaukee, WI: The National Reading Conference.

 

Research Methodologies

Dillon, D. R. (2005). There and back again: Qualitative research in literacy education. Reading Research Quarterly, 40, 106-110.

Dillon, D. R., O'Brien, D. G., & Heilman, E. (2004). Literacy research in the next millennium: From paradigms to pragmatism and practicality. In R. Ruddell & K. Unrau (Eds.), Theoretical models and processes of reading, 5th edition. Newark, DE: International Reading Association. [Reprinted from Reading Research Quarterly]

 

Struggling Readers

Burns, M. K. (2007).  Comparison of drill ratio and opportunities to respond when rehearsing sight words with a child with mental retardation.  School Psychology Quarterly, 22, 250-263.

Burns, M. K. (2007). Reading at the instructional level with children identified as learning disabled:  Potential implications for response–to-intervention. School Psychology Quarterly, 22, 297-313.

Helman, L. A., & Burns, M. K. (2008). What does oral language have to do with it? Helping English learners acquire sight-words. The Reading Teacher, 14-19.

McMaster, K. L., Fuchs, D. & Fuchs, L. S. (2002). Using peer tutoring to prevent early reading failure. In J. S. Thousand, R. A. Villa, & A. Nevin (Eds.). Creativity and collaborative learning: A practical guide to empowering students, teachers, and families in an inclusive, multicultural, and pluralistic society. Baltimore, MD: Paul H. Brookes.

McMaster, K. L., Fuchs, D., & Fuchs, L. S. (2006). Peer-assisted learning strategies: The promise and limitations of peer-mediated instruction. Reading and Writing Quarterly.

McMaster, K., Fuchs, D., Fuchs, L. S., & Compton, D. L. (2002). Monitoring the academic progress of children who are unresponsive to generally effective instruction. Assessment for Effective Intervention, 27(4), 23-33.

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.

McMaster, K. L., & Wagner, D. (in press). Monitoring response to general education instruction. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.) Handbook of response to intervention: The science and practice of assessment and intervention. New York: Springer.

O’Brien, D. G., & Bauer, E. (2005). New literacies and the institution of old learning. Reading Research Quarterly. Essay Book Review, 40, 120-131.

Senesac, B. J., & Burns, M. K. (2008). Theoretical soundness, proven effectiveness, and implementation integrity of the HOSTS language arts program among children identified as at-risk in urban elementary schools. Journal of Instructional Psychology, 35, 212-221.

Szadokierski, I., & Burns, M. K. (2008). Analogue evaluation of the effects of opportunities to respond and ratios of known items within drill rehearsal of Esperanto words. Journal of School Psychology, 46, 593-609.

Taylor, B. M. & Ysseldyke, J. E., Eds. (2007), Educational interventions for struggling readers, K-6. New York: TC Press.

 

Top of page


© 2014 Regents of the University of Minnesota. All rights reserved.
The University of Minnesota is an equal opportunity educator and employer
Last modified on July 14, 2011.