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Direct linkMaki, Kathrin E.; Ittner, Anne; Pulles, Sandra M.; Burns, Matthew K.; Helman, Lori; McComas, Jennifer J. – Contemporary School Psychology, 2022
Multi-tiered systems of support (MTSS) provide instruction and intervention to all students in schools. However, when many students within a setting demonstrate reading difficulties, there is likely a tier 1 problem which makes it infeasible to implement tier 2 or tier 3 interventions with large numbers of students due to limited resources. The…
Descriptors: Reading Instruction, Reading Difficulties, Elementary School Students, Grade 3
Burns, Matthew K.; VanDerHeyden, Amanda M.; Duesenberg-Marshall, McKinzie D.; Romero, Monica E.; Stevens, Mallory A.; Izumi, Jared T.; McCollom, Elizabeth M. – Learning Disability Quarterly, 2023
Students with dyslexia demonstrate reading difficulty in early literacy skills (e.g., phonemic awareness, word recognition, decoding), and administering screeners is a necessary step to implement effective intervention. There are several commonly used reading screeners, but the decision accuracy and predictive value between them varies. In the…
Descriptors: Dyslexia, Screening Tests, At Risk Students, Reading Difficulties
Burns, Matthew K.; Young, Helen; McCollom, Elizabeth M.; Stevens, Mallory A.; Izumi, Jared T. – Learning Disability Quarterly, 2022
A skill-by-treatment interaction (STI) isolates skill deficits and manipulates conditions to match them to student needs. Based on the learning hierarchy, preintervention scores can help predict which intervention will be most successful for an individual student. This study compared the efficacy of a modeling and practice-based decoding…
Descriptors: Kindergarten, Young Children, Grade 1, Elementary School Students
Burns, Matthew K. – Communique, 2021
This article describes how to use data to align student performance to a phase of learning by using a skill-by-treatment interaction, and how that information can help select an appropriate intensification strategy. It describes the Fuchs et al. (2017) taxonomy of intervention intensity through a skill-by-treatment interaction (STI) for reading in…
Descriptors: Reading Strategies, Reading Instruction, Skill Development, Reading Skills
Stevens, Mallory A.; Burns, Matthew K. – American Journal on Intellectual and Developmental Disabilities, 2021
The purpose of the current study was to determine the extent to which practicing keywords increased word recognition, reading fluency and comprehension for students with intellectual disability (ID). The dependent measures included word recognition (i.e., the percentage of previously unknown keywords read correctly in the given text), reading…
Descriptors: Reading Achievement, Reading Comprehension, Reading Fluency, Word Recognition
Burns, Matthew K.; Duke, Nell K.; Cartwright, Kelly B. – School Psychology, 2023
Inequality in reading outcomes is perhaps the single greatest social justice issue faced by school psychologists, and school psychologists need a better understanding of reading theory and its application to intervention to better combat the important issue. The present study examined the active view of reading (AVR; Duke & Cartwright, 2021),…
Descriptors: Reading Research, Meta Analysis, Reading Processes, Effect Size
