Kristen L. McMaster

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

Research Institute for Problem Solving

Publications

1. McMaster, K. L., Du, X., & Petursdottir, A. (2009). Technical features of curriculum-based measures for beginning writers. Journal of Learning Disabilities.

2. 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).

3. 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).

4. 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.

5. 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.

6. 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.