Sarah Scholin
I am a third year doctoral student in Educational Psychology with a focus on school psychology. Broadly, I am interested in individual and systemic academic interventions. This interest area includes the application and outcomes of tiered intervention frameworks.
Most of my work thus far has been on projects related to reading. Currently, I am working on a project to study the effects of a computerized vocabulary intervention for struggling readers in grades 1 through 4.
In the future, I am interested in expanding my interest area to include tiered behavioral interventions and their relationship to academic achievement.
Selected Publications
Burns, M., Scholin, S., Kosciolek, S., & Livingston, J. (2010). Reliability of decision making frameworks for response to intervention for reading. Journal of Psychoeducational Assessment, 28(2), 102-114.
Fehr, C. N., Davison, M. L., & Scholin, S. E. (in press). The Effect of Online, Large- Scale Vocabulary Instruction on Listening and Reading Vocabulary. Information Technology, Education, and Society.
Ysseldyke, J., Burns, M., Scholin, S., & Parker, D. (2010). Instructionally valid assessment within response to intervention. Teaching Exceptional Children, 42(4), 54-63.
Selected Presentations
Fehr, C., Scholin, S., & Davison, M.L. (2010, June). Effects of remedial vocabulary instruction on vocabulary test scores: Results of a randomized field trial. Poster presented at the Annual Conference of the Institute for Education Sciences, National Harbor, MD.
Scholin, S., Haegele, K., & Lim, B. (2010, March). A small group reading comprehension intervention for tier 2. Paper presented at the Annual Convention for the National Association of School Psychologists, Chicago, IL.
June 2010