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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
McLean, Deija; Eklund, Katie; Kilgus, Stephen P.; Burns, Matthew K. – School Psychology, 2019
Universal screening is useful in the early identification of behavioral and emotional concerns, but teacher-related variance can potentially influence screening scores and resulting decisions. The current study examined the extent to which burnout and self-efficacy as teacher-level variables accounted for variance in universal screening scores.…
Descriptors: Teacher Burnout, Self Efficacy, Screening Tests, Scores
Burns, Matthew K.; Kanive, Rebecca; DeGrande, Megan – Remedial and Special Education, 2012
The current study reviews a computer-based math fluency intervention with 216 third- and fourth-grade students who were at risk for math difficulties. The intervention used a computer software program to practice math facts an average of three times per week for 8 to 15 weeks. Data were compared to those of 226 students in a control group. Results…
Descriptors: Control Groups, Intervention, Computer Software, Computers
Scholin, Sarah E.; Haegele, Katherine M.; Burns, Matthew K. – School Psychology Forum, 2013
Most reading interventions within a response-to-intervention model focus on remediating code-based deficits. This article describes a small-group comprehension intervention that was implemented with three fourth- and fifth-grade students who demonstrated difficulties with reading comprehension but acceptable reading fluency. The intervention…
Descriptors: Small Group Instruction, Reading Instruction, Reading Comprehension, Elementary School Students
VanDerHeyden, Amanda M.; Burns, Matthew K. – Assessment for Effective Intervention, 2008
This article investigates the utility of various estimates of mathematics proficiency. The participants were 432 students in Grades 2 through 5. The delayed alternate form reliability of multiskill probes, retention probes, slopes of student growth, and trials to criterion were computed. The fluency probes were found to be both sufficiently…
Descriptors: Grades (Scholastic), Scores, Grade 5, Grade 2
VanDerHeyden, Amanda M.; Burns, Matthew K. – Assessment for Effective Intervention, 2005
No Child Left Behind mandates accountability data for school districts. This mandate has led to increased attention to instruction and academic remediation among educational researchers. The current study used schoolwide curriculum-based assessment (CBA) and curriculum-based measurement (CBM) data to plan and deliver mathematics instruction to…
Descriptors: Curriculum Based Assessment, Elementary School Mathematics, Mathematics Instruction, Elementary Schools
