Kristen L. McMaster
YOU?
Author Swipe
Reading growth across 1st grade: is there a Matthew effect in Icelandic schools? Open
Despite historically high literacy rates, there has been declining reading proficiency amongst students in Iceland. This decline has caused concern and created a need to better understand foundational reading growth in the Icelandic school…
Data based individualization in early writing: the importance and measurement of implementation fidelity Open
In this paper we describe the process of monitoring fidelity of implementation for a teacher-implemented early writing intervention. As part of a large, federally funded project, teachers who worked with students in grades 1 through 3 in s…
Making the Most of<span>Read‐Alouds</span>to Support<span>Primary‐Grade</span>Students'<span>Inference‐Making</span> Open
Generating accurate inferences is crucial for the successful comprehension of text and is a skill that needs to be supported starting in the early grades. Teachers can support inference‐making during read‐aloud lessons by asking inferentia…
A Longitudinal Investigation of Directional Relations Between Domain Knowledge and Reading in the Elementary Years Open
The present study tested the postulation that “knowledge begets reading, which begets knowledge.” Using Random Intercepts Cross‐Lagged Panel Models (RI‐CLPM), we analyzed a U.S. nationally representative data set to examine the directional…
Teacher–researcher partnership in the translation and implementing of PALS (Peer‐Assisted Learning Strategies): An international perspective Open
Peer‐Assisted Learning Strategies (PALS) is a class‐wide structured supplementary paired reading programme to support learners with their reading (Fuchs et al., 1997). What remains at the core of implementing PALS in any given location is …
Factors That Influence Skilled and Less-Skilled Comprehenders’ Inferential Processing During and After Reading Open
This study examines factors that influence readers' cognitive processing (i.e., inference generation) and the development of a mental representation of text: comprehension skill and working memory (WM). Elementary students (N = 61) partici…
What We Know and Need to Know about Literacy Interventions for Elementary Students with Reading Difficulties and Disabilities, including Dyslexia Open
The purpose of this paper is to describe what we know and what we still need to learn about literacy intervention for children who experience significant difficulties learning to read. We reviewed 14 meta‐analyses and systematic reviews of…
Technical Characteristics of Curriculum-Based Measurement With Students Who Are Deaf Open
This study compared the reliability and validity of student scores from paper–pencil and e-based assessments using the “maze” and “silent reading fluency” (SRF) tasks. Forty students who were deaf and hard of hearing and reading between th…
Development and Validation of the Minnesota Inference Assessment Open
The overall aim of the current investigation was to develop and validate the initial version of the Minnesota Inference Assessment (MIA). MIA is a web-based measure of inference processes in K–2. MIA leverages the affordances of different …
The Inferential Language Comprehension (<i>iLC</i>) Framework: Supporting Children's Comprehension of Visual Narratives Open
We present an integrated theoretical framework guiding the use of visual narratives in educational settings. We focus specifically on the use of static and dynamic visual narratives to teach and assess inference skills in young children an…
Supporting teachers’ use of data-based instruction to improve students’ early writing skills. Open
We examined the effects of a professional development (PD) system designed to support teachers’ use of data-based instruction (DBI) to improve early writing outcomes for children with intensive needs. The PD system, called DBI-TLC, provide…
Pre‐service Teachers’ Interpretation of CBM Progress Monitoring Data Open
Teachers must be proficient at using data to evaluate the effects of instructional strategies and interventions, and must be able to make, describe, justify, and validate their data‐based instructional decisions to parents, students, and e…
Data‐Based Decision‐Making: Developing a Method for Capturing Teachers’ Understanding of CBM Graphs Open
In this special issue, we explore the decision‐making aspect of data‐based decision‐making . The articles in the issue address a wide range of research questions, designs, methods, and analyses, but all focus on data‐based decision‐making …