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Direct linkTaylor Lesner; Ben Clarke; Derek Kosty; Geovanna Rodriguez; Elizabeth L. Budd; Christian Doabler – Grantee Submission, 2025
This secondary analysis of data from a randomized control trial of an early mathematics intervention, ROOTS, explored whether patterns of intervention response were best categorized by the typical response/non-response binary or a more complex framework with additional response profiles. Participants included kindergarten students at risk for…
Descriptors: Mathematics Instruction, Response to Intervention, At Risk Students, Kindergarten
Download full textRyan D. Kopatich; Joseph P. Magliano; Keith K. Millis; Christopher P. Parker; Melissa Ray – Grantee Submission, 2019
A large body of work has demonstrated that reader resources influence inference processes and comprehension, but few models of comprehension have accounted for such resources. The Direct and Mediational Inference model of comprehension (DIME) assumes that general inference processes mediate the effects of reader resources on general comprehension…
Descriptors: Inferences, Reading Comprehension, Models, College Students
Allen, Laura K.; Perret, Cecile; McNamara, Danielle S. – Grantee Submission, 2016
The relationship between working memory capacity and writing ability was examined via a linguistic analysis of student essays. Undergraduate students (n = 108) wrote timed, prompt-based essays and completed a battery of cognitive assessments. The surface- and discourse-level linguistic features of students' essays were then analyzed using natural…
Descriptors: Cognitive Processes, Writing (Composition), Short Term Memory, Writing Ability
