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Direct linkBurns, 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
Preast, June L.; Taylor, Crystal N.; Brann, Kristy L.; Aguilar, Lisa N.; Kilgus, Stephen P.; Burns, Matthew K. – Journal of Applied School Psychology, 2023
The purpose of this study was to examine: (1) the effect of a reading intervention based on reading need compared to a mismatched behavior intervention; and (2) the effect of an academic behavior intervention based on behavior need in comparison to a mismatched reading intervention. Six students took part in the multiple baseline study. Half of…
Descriptors: Multi Tiered Systems of Support, Response to Intervention, Reading Instruction, Reading Tests
Preast, June L.; Burns, Matthew K.; Brann, Kristy L.; Taylor, Crystal N.; Aguilar, Lisa – School Psychology Forum, 2019
Teachers can potentially address reading comprehension deficits in a content area, such as science, by using the students in their classrooms as resources. We examined the effects of a class-wide partner reading intervention with science reading materials on a measure of content comprehension skills. A total of 65 fourth-grade students and 61…
Descriptors: Elementary School Students, Intermediate Grades, Grade 4, Grade 5
Burns, Matthew K. – Communique, 2016
The current national implementation of response-to-intervention frameworks has intensified the debate regarding underlying causes of student deficits and how to best assess and intervene for them. If cognitive measures are useful to intervention planning, then experimental research should be able to demonstrate that use of cognitively focused…
Descriptors: Cognitive Processes, Response to Intervention, Outcomes of Education, Evidence Based Practice
Burns, Matthew K.; Petersen-Brown, Shawna; Haegele, Katherine; Rodriguez, Megan; Schmitt, Braden; Cooper, Maureen; Clayton, Kate; Hutcheson, Shannon; Conner, Cynthia; Hosp, John; VanDerHeyden, Amanda M. – School Psychology Quarterly, 2016
Several scholars have recommended using data from neuropsychological tests to develop interventions for reading and mathematics. The current study examined the effects of using neuropsychological data within the intervention process with meta-analytic procedures. A total of 1,126 articles were found from an electronic search and compared to…
Descriptors: Meta Analysis, Intervention, Neuropsychology, Information Utilization
Burns, Matthew K.; VanDerHeyden, Amanda M.; Jiban, Cynthia L. – School Psychology Review, 2006
This study compared the mathematics performance of 434 second-, third-, fourth-, and fifth-grade students to previously reported fluency and accuracy criteria using three categories of performance (frustration, instructional, and mastery). Psychometric properties of the fluency and accuracy criteria were explored and new criteria for the…
Descriptors: Reading Improvement, Criteria, Psychometrics, Grade 5
Burns, Matthew K.; Senesac, Barbara J.; Silberglitt, Benjamin – Literacy Research and Instruction, 2008
There is a recent interest in volunteer tutoring programs and research has suggested effectiveness in improving reading skills. Previous research found that the Help One Student to Succeed (HOSTS) volunteer tutoring program increased reading fluency and comprehension over a 5-month interval (Burns, Senesac, & Symington, 2004). The current…
Descriptors: Reading Improvement, Reading Fluency, Reading Failure, Reading Skills
Burns, Matthew K.; Dean, Vincent J.; Foley, Sarah – Journal of School Psychology, 2004
Research has consistently demonstrated that strategic preteaching activities led to improved reading fluency, but lacked studies examining the effect on reading comprehension. The current study investigated the effect of teaching unknown key words as a preteaching strategy with 20 students identified as learning disabled in basic reading skills…
Descriptors: Reading Comprehension, Reading Fluency, Effect Size, Instructional Effectiveness
