Výsledky vyhledávání - "Nathan H. Clemens"

Language and self-regulation: Interrelated sources of disparities in reading achievement and opportunities for reducing inequity

Autor: Nathan H. Clemens, Sarah Mason, Katherine E. O'Donnell

Publikováno v: School Psychology. 38:15-29

Language and self-regulation develop bidirectionally, and they synergistically affect most aspects of acquiring reading proficiency. Children and youth from historically marginalized communities tend to have less expansive knowledge of academic vocab

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::af9ce47229adc3fd8f411ad028ee642b
https://doi.org/10.1037/spq0000522

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A cost-effectiveness analysis of four approaches to universal screening for reading risk in upper elementary and middle school

Autor: Benjamin J, Paly, David A, Klingbeil, Nathan H, Clemens, David J, Osman

Publikováno v: Journal of School Psychology. 92:246-264

Research on universal screening in reading has primarily focused on the psychometric adequacy of screening procedures without critically considering costs and value. Educators in upper elementary and middle school have access to a great deal of extan

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::7bb755525f7d627503adee1ddc9b25e4
https://doi.org/10.1016/j.jsp.2022.03.009

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Multitiered Systems of Support, Adaptive Interventions, and SMART Designs

Autor: Inbal Nahum-Shani, Nathan H. Clemens, Daniel Almirall, Christian T. Doabler, Sharon Vaughn, Greg Roberts

Publikováno v: Except Child

This article introduces the special section on adaptive interventions and sequential multiple-assignment randomized trial (SMART) research designs. In addition to describing the two accompanying articles, we discuss features of adaptive interventions

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::0ef312ae6c6141ad65115754a9b51174
https://doi.org/10.1177/00144029211024141

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The Relative Effects of Instruction Linking Word Reading and Word Meaning Compared to Word Reading Instruction Alone on the Accuracy, Fluency, and Word Meaning Knowledge of 4th-5th Grade Students With Dyslexia

Autor: Christy R. Austin, Nathan H. Clemens, Sharon Vaughn, Alexis N. Boucher, James E. Pustejovsky

Publikováno v: Sci Stud Read

This within-subjects experimental study investigated the relative effects of word reading and word meaning instruction (WR+WM) compared to word-reading instruction alone (WR) on the accuracy, fluency, and word meaning knowledge of 4(th)-5(th) graders

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::9f739c1e38c9452172f1fd555615ea1b
https://doi.org/10.1080/10888438.2021.1947294

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The influence of student engagement on the effects of an inferential reading comprehension intervention for struggling middle school readers

Autor: Nathan H. Clemens, Marcia A. Barnes, Amanda Martinez-Lincoln

Publikováno v: Annals of Dyslexia
Ann Dyslexia

Although many students benefit from evidence-based reading comprehension interventions, not all students will exhibit adequate response. Moderation analysis provides a statistical approach to examine for whom and under what conditions interventions a

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::979dfbb710919b6459b4cb50b97f0ee0
http://europepmc.org/articles/PMC7788388

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Cognitive predictors of difficulties in math and reading in pre-kindergarten children at high risk for learning disabilities

Autor: Marcia A. Barnes, Nathan H. Clemens, Anna-Maria Fall, Alice Klein, Bruce D. McCandliss, Greg Roberts, Tricia A. Zucker, Prentice Starkey, Kylie Flynn

Publikováno v: Journal of Educational Psychology. 112:685-700

Cognitive skill differences that are apparent early in pre-kindergarten (pre-K) might provide predictive insights into risk for learning difficulties at school entry, particularly around early markers of risk for comorbid difficulties in early math a

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::a5498be2bee8fa3874aeba556bea2f0c
https://doi.org/10.1037/edu0000404

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