Jennifer K. Gilbert
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View article: Using an item-specific predictor to test the dimensionality of the orthographic choice task
Using an item-specific predictor to test the dimensionality of the orthographic choice task Open
View article: Sight word acquisition in first grade students at risk for reading disabilities: an item-level exploration of the number of exposures required for mastery
Sight word acquisition in first grade students at risk for reading disabilities: an item-level exploration of the number of exposures required for mastery Open
View article: Do the processes engaged during mathematical word-problem solving differ along the distribution of word-problem competence?
Do the processes engaged during mathematical word-problem solving differ along the distribution of word-problem competence? Open
View article: Guidance on global interprofessional education and collaborative practice research : discussion paper
Guidance on global interprofessional education and collaborative practice research : discussion paper Open
View article: Embedding Self-Regulation Instruction Within Fractions Intervention for Third Graders With Mathematics Difficulties
Embedding Self-Regulation Instruction Within Fractions Intervention for Third Graders With Mathematics Difficulties Open
The purpose of this study was to explore the efficacy of fractions intervention with and without an embedded self-regulation (SR) component for third-grade students at risk for mathematics disabilities. Fractions intervention focused on ma…
View article: A Longitudinal Analysis of the Trajectories and Predictors of Word Reading and Reading Comprehension Development Among At-Risk Readers
A Longitudinal Analysis of the Trajectories and Predictors of Word Reading and Reading Comprehension Development Among At-Risk Readers Open
This study explored the developmental trajectories and predictors of word reading and reading comprehension among young at-risk readers. In fall of first grade, 185 students identified as at-risk for reading difficulties were assessed on m…
View article: Using Moderator Analysis to Identify the First-Grade Children Who Benefit More and Less From a Reading Comprehension Program: A Step Toward Aptitude-by-Treatment Interaction
Using Moderator Analysis to Identify the First-Grade Children Who Benefit More and Less From a Reading Comprehension Program: A Step Toward Aptitude-by-Treatment Interaction Open
Because of the importance of teaching reading comprehension to struggling young readers and the infrequency with which it has been implemented and evaluated, we designed a comprehensive first-grade reading comprehension program. We conduct…
View article: Prevention: Necessary But Insufficient? A 2‐Year Follow‐Up of an Effective First‐Grade Mathematics Intervention
Prevention: Necessary But Insufficient? A 2‐Year Follow‐Up of an Effective First‐Grade Mathematics Intervention Open
We present first‐grade, second‐grade, and third‐grade impacts for a first‐grade intervention targeting the conceptual and procedural bases that support arithmetic. At‐risk students (average age at pretest = 6.5) were randomly assigned to t…
View article: Does the Severity of Students’ Pre-Intervention Math Deficits Affect Responsiveness to Generally Effective First-Grade Intervention?
Does the Severity of Students’ Pre-Intervention Math Deficits Affect Responsiveness to Generally Effective First-Grade Intervention? Open
The purpose of this analysis was to assess whether effects of first-grade mathematics intervention apply across the range of at-risk learners’ initial skill levels. Students were randomly assigned to control ( n = 213) and two variants of …
View article: Upside‐Down Response to Intervention: A Quasi‐Experimental Study
Upside‐Down Response to Intervention: A Quasi‐Experimental Study Open
This quasi‐experimental study explored a response‐to‐intervention (RTI) design in which Tiers 2 and 3 were inverted for the most at‐risk first grade students in reading intervention in seven classrooms ( n = 24) across two culturally diver…
View article: The role of cognitive processes, foundational math skill, and calculation accuracy and fluency in word-problem solving versus prealgebraic knowledge.
The role of cognitive processes, foundational math skill, and calculation accuracy and fluency in word-problem solving versus prealgebraic knowledge. Open
The purpose of this study was to examine child-level pathways in development of prealgebraic knowledge versus word-problem solving, while evaluating the contribution of calculation accuracy and fluency as mediators of foundational skills/p…
View article: Exploring individual differences in irregular word recognition among children with early-emerging and late-emerging word reading difficulty.
Exploring individual differences in irregular word recognition among children with early-emerging and late-emerging word reading difficulty. Open
Models of irregular word reading that take into account both child- and word-level predictors have not been evaluated in typically developing children and children with reading difficulty (RD). The purpose of the present study was to model…
View article: Consequences of Misspecifying Levels of Variance in Cross-Classified Longitudinal Data Structures
Consequences of Misspecifying Levels of Variance in Cross-Classified Longitudinal Data Structures Open
The purpose of this study was to determine if modeling school and classroom effects was necessary in estimating passage reading growth across elementary grades. Longitudinal data from 8367 students in 2989 classrooms in 202 Reading First s…