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You searched for +publisher:"Vanderbilt University" +contributor:("Lynn S. Fuchs"). Showing records 1 – 19 of 19 total matches.

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Vanderbilt University

1. Cho, Eunsoo. Examining the Predictive Validity of a Dynamic Assessment of Decoding to Forecast Response to Tier 2 Intervention.

Degree: MS, Special Education, 2014, Vanderbilt University

 The purpose of this study was to examine the role of a dynamic assessment (DA) of decoding in predicting responsiveness to Tier 2 small group… (more)

Subjects/Keywords: response to intervention; dynamic assessment; word reading; individual growth modeling

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APA (6th Edition):

Cho, E. (2014). Examining the Predictive Validity of a Dynamic Assessment of Decoding to Forecast Response to Tier 2 Intervention. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11330

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Cho, Eunsoo. “Examining the Predictive Validity of a Dynamic Assessment of Decoding to Forecast Response to Tier 2 Intervention.” 2014. Thesis, Vanderbilt University. Accessed April 15, 2021. http://hdl.handle.net/1803/11330.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cho, Eunsoo. “Examining the Predictive Validity of a Dynamic Assessment of Decoding to Forecast Response to Tier 2 Intervention.” 2014. Web. 15 Apr 2021.

Vancouver:

Cho E. Examining the Predictive Validity of a Dynamic Assessment of Decoding to Forecast Response to Tier 2 Intervention. [Internet] [Thesis]. Vanderbilt University; 2014. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/1803/11330.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cho E. Examining the Predictive Validity of a Dynamic Assessment of Decoding to Forecast Response to Tier 2 Intervention. [Thesis]. Vanderbilt University; 2014. Available from: http://hdl.handle.net/1803/11330

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Vanderbilt University

2. Zhang, Wen Juan. A case study of responsiveness-to-intervention tier II tutoring intervention: what makes responders and non-responders different?.

Degree: MS, Special Education, 2011, Vanderbilt University

 The purpose of this study is to evaluate the effects of a Responsiveness-to-Intervention (RTI) Tier II tutoring program on first grade students who are at… (more)

Subjects/Keywords: RTI; reading disabilities; tier 2; decoding fluency

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APA (6th Edition):

Zhang, W. J. (2011). A case study of responsiveness-to-intervention tier II tutoring intervention: what makes responders and non-responders different?. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/15021

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Zhang, Wen Juan. “A case study of responsiveness-to-intervention tier II tutoring intervention: what makes responders and non-responders different?.” 2011. Thesis, Vanderbilt University. Accessed April 15, 2021. http://hdl.handle.net/1803/15021.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Zhang, Wen Juan. “A case study of responsiveness-to-intervention tier II tutoring intervention: what makes responders and non-responders different?.” 2011. Web. 15 Apr 2021.

Vancouver:

Zhang WJ. A case study of responsiveness-to-intervention tier II tutoring intervention: what makes responders and non-responders different?. [Internet] [Thesis]. Vanderbilt University; 2011. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/1803/15021.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Zhang WJ. A case study of responsiveness-to-intervention tier II tutoring intervention: what makes responders and non-responders different?. [Thesis]. Vanderbilt University; 2011. Available from: http://hdl.handle.net/1803/15021

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Vanderbilt University

3. Krowka, Sarah Kathryn. Cognitive Profiles of Inadequate Responders to Fractions Intervention.

Degree: PhD, Special Education, 2019, Vanderbilt University

 The purpose of the study was to explore the cognitive profiles associated with inadequate responsiveness to fractions intervention on 3 fractions outcomes (calculations, ordering, and… (more)

Subjects/Keywords: cognitive profile; mathematics; learning disabilities; fractions

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APA (6th Edition):

Krowka, S. K. (2019). Cognitive Profiles of Inadequate Responders to Fractions Intervention. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11722

Chicago Manual of Style (16th Edition):

Krowka, Sarah Kathryn. “Cognitive Profiles of Inadequate Responders to Fractions Intervention.” 2019. Doctoral Dissertation, Vanderbilt University. Accessed April 15, 2021. http://hdl.handle.net/1803/11722.

MLA Handbook (7th Edition):

Krowka, Sarah Kathryn. “Cognitive Profiles of Inadequate Responders to Fractions Intervention.” 2019. Web. 15 Apr 2021.

Vancouver:

Krowka SK. Cognitive Profiles of Inadequate Responders to Fractions Intervention. [Internet] [Doctoral dissertation]. Vanderbilt University; 2019. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/1803/11722.

Council of Science Editors:

Krowka SK. Cognitive Profiles of Inadequate Responders to Fractions Intervention. [Doctoral Dissertation]. Vanderbilt University; 2019. Available from: http://hdl.handle.net/1803/11722


Vanderbilt University

4. Collins, Alyson Alexander. Performance Variations Across Response Formats on Reading Comprehension Assessments.

Degree: PhD, Special Education, 2015, Vanderbilt University

 Findings of recent studies suggest variations in performance across reading comprehension tests may be a product of differences among assessment dimensions (e.g., response format, genre)… (more)

Subjects/Keywords: reading comprehension; assessment; listening comprehension; attention; working memory; word reading

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APA (6th Edition):

Collins, A. A. (2015). Performance Variations Across Response Formats on Reading Comprehension Assessments. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/10902

Chicago Manual of Style (16th Edition):

Collins, Alyson Alexander. “Performance Variations Across Response Formats on Reading Comprehension Assessments.” 2015. Doctoral Dissertation, Vanderbilt University. Accessed April 15, 2021. http://hdl.handle.net/1803/10902.

MLA Handbook (7th Edition):

Collins, Alyson Alexander. “Performance Variations Across Response Formats on Reading Comprehension Assessments.” 2015. Web. 15 Apr 2021.

Vancouver:

Collins AA. Performance Variations Across Response Formats on Reading Comprehension Assessments. [Internet] [Doctoral dissertation]. Vanderbilt University; 2015. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/1803/10902.

Council of Science Editors:

Collins AA. Performance Variations Across Response Formats on Reading Comprehension Assessments. [Doctoral Dissertation]. Vanderbilt University; 2015. Available from: http://hdl.handle.net/1803/10902


Vanderbilt University

5. Beddow, Peter Albert. Effects of Testing Accommodations and Item Modifications on Students' Performance: An Experimental Investigation of Test Accessibility Strategies.

Degree: PhD, Special Education, 2011, Vanderbilt University

 Test accessibility is defined as the extent to which a test and its constituent item set permits the test-taker to demonstrate his or her knowledge… (more)

Subjects/Keywords: test accessibility; modifications; accommodations; inclusive assessment; accessibility; universal design

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APA (6th Edition):

Beddow, P. A. (2011). Effects of Testing Accommodations and Item Modifications on Students' Performance: An Experimental Investigation of Test Accessibility Strategies. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/10548

Chicago Manual of Style (16th Edition):

Beddow, Peter Albert. “Effects of Testing Accommodations and Item Modifications on Students' Performance: An Experimental Investigation of Test Accessibility Strategies.” 2011. Doctoral Dissertation, Vanderbilt University. Accessed April 15, 2021. http://hdl.handle.net/1803/10548.

MLA Handbook (7th Edition):

Beddow, Peter Albert. “Effects of Testing Accommodations and Item Modifications on Students' Performance: An Experimental Investigation of Test Accessibility Strategies.” 2011. Web. 15 Apr 2021.

Vancouver:

Beddow PA. Effects of Testing Accommodations and Item Modifications on Students' Performance: An Experimental Investigation of Test Accessibility Strategies. [Internet] [Doctoral dissertation]. Vanderbilt University; 2011. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/1803/10548.

Council of Science Editors:

Beddow PA. Effects of Testing Accommodations and Item Modifications on Students' Performance: An Experimental Investigation of Test Accessibility Strategies. [Doctoral Dissertation]. Vanderbilt University; 2011. Available from: http://hdl.handle.net/1803/10548


Vanderbilt University

6. Malone, Amelia Schneider. Error Patterns in Ordering Fractions among At-Risk Fourth-Grade Students.

Degree: PhD, Special Education, 2014, Vanderbilt University

 The study had four purposes: (a) to describe fraction ordering errors among 227 at-risk 4th-grade students; (b) to examine performance differences among 3 cohorts; (c)… (more)

Subjects/Keywords: special education; mathematics education; error analysis

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APA (6th Edition):

Malone, A. S. (2014). Error Patterns in Ordering Fractions among At-Risk Fourth-Grade Students. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12478

Chicago Manual of Style (16th Edition):

Malone, Amelia Schneider. “Error Patterns in Ordering Fractions among At-Risk Fourth-Grade Students.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed April 15, 2021. http://hdl.handle.net/1803/12478.

MLA Handbook (7th Edition):

Malone, Amelia Schneider. “Error Patterns in Ordering Fractions among At-Risk Fourth-Grade Students.” 2014. Web. 15 Apr 2021.

Vancouver:

Malone AS. Error Patterns in Ordering Fractions among At-Risk Fourth-Grade Students. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/1803/12478.

Council of Science Editors:

Malone AS. Error Patterns in Ordering Fractions among At-Risk Fourth-Grade Students. [Doctoral Dissertation]. Vanderbilt University; 2014. Available from: http://hdl.handle.net/1803/12478


Vanderbilt University

7. Barquero, Laura Alley. Predicting Responsiveness to Reading Intervention with fMRI.

Degree: PhD, Special Education, 2015, Vanderbilt University

 Previous studies have shown that some children with reading difficulties (RD) respond well to reading intervention while others do not. The purpose of this study… (more)

Subjects/Keywords: reading intervention; fMRI; reading difficulties; neuroimaging

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APA (6th Edition):

Barquero, L. A. (2015). Predicting Responsiveness to Reading Intervention with fMRI. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/10811

Chicago Manual of Style (16th Edition):

Barquero, Laura Alley. “Predicting Responsiveness to Reading Intervention with fMRI.” 2015. Doctoral Dissertation, Vanderbilt University. Accessed April 15, 2021. http://hdl.handle.net/1803/10811.

MLA Handbook (7th Edition):

Barquero, Laura Alley. “Predicting Responsiveness to Reading Intervention with fMRI.” 2015. Web. 15 Apr 2021.

Vancouver:

Barquero LA. Predicting Responsiveness to Reading Intervention with fMRI. [Internet] [Doctoral dissertation]. Vanderbilt University; 2015. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/1803/10811.

Council of Science Editors:

Barquero LA. Predicting Responsiveness to Reading Intervention with fMRI. [Doctoral Dissertation]. Vanderbilt University; 2015. Available from: http://hdl.handle.net/1803/10811


Vanderbilt University

8. Wang, Amber Yu. Irrelevant Information and Person Effects of Word-Problem Performance.

Degree: PhD, Special Education, 2016, Vanderbilt University

 The purpose of this study was to extend the literature on word-problem performance by using a crossed random-effects item response model to bring together two… (more)

Subjects/Keywords: word-problem solving; mathematical problem solving

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APA (6th Edition):

Wang, A. Y. (2016). Irrelevant Information and Person Effects of Word-Problem Performance. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12830

Chicago Manual of Style (16th Edition):

Wang, Amber Yu. “Irrelevant Information and Person Effects of Word-Problem Performance.” 2016. Doctoral Dissertation, Vanderbilt University. Accessed April 15, 2021. http://hdl.handle.net/1803/12830.

MLA Handbook (7th Edition):

Wang, Amber Yu. “Irrelevant Information and Person Effects of Word-Problem Performance.” 2016. Web. 15 Apr 2021.

Vancouver:

Wang AY. Irrelevant Information and Person Effects of Word-Problem Performance. [Internet] [Doctoral dissertation]. Vanderbilt University; 2016. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/1803/12830.

Council of Science Editors:

Wang AY. Irrelevant Information and Person Effects of Word-Problem Performance. [Doctoral Dissertation]. Vanderbilt University; 2016. Available from: http://hdl.handle.net/1803/12830


Vanderbilt University

9. Gesel, Samantha Ann. Comparing Schedules of Progress Monitoring Using Curriculum-Based Measurement in Reading: A Replication Study.

Degree: PhD, Special Education, 2019, Vanderbilt University

 Using data to inform instructional decisions is a pillar of special education practice. Curriculum-based measurement (CBM) is a systematic, ongoing assessment framework that allows special… (more)

Subjects/Keywords: replication; progress monitoring; data-based individualization; data-based decision-making; Curriculum-based measurement; CBM

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APA (6th Edition):

Gesel, S. A. (2019). Comparing Schedules of Progress Monitoring Using Curriculum-Based Measurement in Reading: A Replication Study. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12626

Chicago Manual of Style (16th Edition):

Gesel, Samantha Ann. “Comparing Schedules of Progress Monitoring Using Curriculum-Based Measurement in Reading: A Replication Study.” 2019. Doctoral Dissertation, Vanderbilt University. Accessed April 15, 2021. http://hdl.handle.net/1803/12626.

MLA Handbook (7th Edition):

Gesel, Samantha Ann. “Comparing Schedules of Progress Monitoring Using Curriculum-Based Measurement in Reading: A Replication Study.” 2019. Web. 15 Apr 2021.

Vancouver:

Gesel SA. Comparing Schedules of Progress Monitoring Using Curriculum-Based Measurement in Reading: A Replication Study. [Internet] [Doctoral dissertation]. Vanderbilt University; 2019. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/1803/12626.

Council of Science Editors:

Gesel SA. Comparing Schedules of Progress Monitoring Using Curriculum-Based Measurement in Reading: A Replication Study. [Doctoral Dissertation]. Vanderbilt University; 2019. Available from: http://hdl.handle.net/1803/12626


Vanderbilt University

10. Steacy, Laura Marianne. The Role of Imageability in Word Learning Efficiency and Transfer among First and Second Graders At-Risk for Reading Disabilities.

Degree: PhD, Special Education, 2015, Vanderbilt University

 This paper explores efficiency and transfer of word learning in first and second grade students. In two studies, students participated in a short training in… (more)

Subjects/Keywords: individual differences; imageability; irregular word reading; reading disability

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APA (6th Edition):

Steacy, L. M. (2015). The Role of Imageability in Word Learning Efficiency and Transfer among First and Second Graders At-Risk for Reading Disabilities. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11132

Chicago Manual of Style (16th Edition):

Steacy, Laura Marianne. “The Role of Imageability in Word Learning Efficiency and Transfer among First and Second Graders At-Risk for Reading Disabilities.” 2015. Doctoral Dissertation, Vanderbilt University. Accessed April 15, 2021. http://hdl.handle.net/1803/11132.

MLA Handbook (7th Edition):

Steacy, Laura Marianne. “The Role of Imageability in Word Learning Efficiency and Transfer among First and Second Graders At-Risk for Reading Disabilities.” 2015. Web. 15 Apr 2021.

Vancouver:

Steacy LM. The Role of Imageability in Word Learning Efficiency and Transfer among First and Second Graders At-Risk for Reading Disabilities. [Internet] [Doctoral dissertation]. Vanderbilt University; 2015. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/1803/11132.

Council of Science Editors:

Steacy LM. The Role of Imageability in Word Learning Efficiency and Transfer among First and Second Graders At-Risk for Reading Disabilities. [Doctoral Dissertation]. Vanderbilt University; 2015. Available from: http://hdl.handle.net/1803/11132


Vanderbilt University

11. Chow, Jason C. Contribution of Nonsymbolic Representation Beyond Symbolic Equal Sign Instruction in Second-Grade Classrooms.

Degree: PhD, Special Education, 2016, Vanderbilt University

 Children who exhibit language deficits and behavior problems often underachieve. However, interventions that target children with behavior problems primarily focus on changing behavior, and interventions… (more)

Subjects/Keywords: symbolic; nonsymbolic; equivalence; mathematics; intervention; language

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APA (6th Edition):

Chow, J. C. (2016). Contribution of Nonsymbolic Representation Beyond Symbolic Equal Sign Instruction in Second-Grade Classrooms. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12923

Chicago Manual of Style (16th Edition):

Chow, Jason C. “Contribution of Nonsymbolic Representation Beyond Symbolic Equal Sign Instruction in Second-Grade Classrooms.” 2016. Doctoral Dissertation, Vanderbilt University. Accessed April 15, 2021. http://hdl.handle.net/1803/12923.

MLA Handbook (7th Edition):

Chow, Jason C. “Contribution of Nonsymbolic Representation Beyond Symbolic Equal Sign Instruction in Second-Grade Classrooms.” 2016. Web. 15 Apr 2021.

Vancouver:

Chow JC. Contribution of Nonsymbolic Representation Beyond Symbolic Equal Sign Instruction in Second-Grade Classrooms. [Internet] [Doctoral dissertation]. Vanderbilt University; 2016. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/1803/12923.

Council of Science Editors:

Chow JC. Contribution of Nonsymbolic Representation Beyond Symbolic Equal Sign Instruction in Second-Grade Classrooms. [Doctoral Dissertation]. Vanderbilt University; 2016. Available from: http://hdl.handle.net/1803/12923


Vanderbilt University

12. Cho, Eunsoo. Construct and incremental validity of dynamic assessment of decoding within and across domains.

Degree: PhD, Special Education, 2014, Vanderbilt University

 Dissertation under the direction of Professor Donald L. Compton In contrast to conventional static assessments measuring what students have learned, dynamic assessments (DA) measure how… (more)

Subjects/Keywords: assessment; word reading; decoding; validity; dynamic assessment

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APA (6th Edition):

Cho, E. (2014). Construct and incremental validity of dynamic assessment of decoding within and across domains. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11329

Chicago Manual of Style (16th Edition):

Cho, Eunsoo. “Construct and incremental validity of dynamic assessment of decoding within and across domains.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed April 15, 2021. http://hdl.handle.net/1803/11329.

MLA Handbook (7th Edition):

Cho, Eunsoo. “Construct and incremental validity of dynamic assessment of decoding within and across domains.” 2014. Web. 15 Apr 2021.

Vancouver:

Cho E. Construct and incremental validity of dynamic assessment of decoding within and across domains. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/1803/11329.

Council of Science Editors:

Cho E. Construct and incremental validity of dynamic assessment of decoding within and across domains. [Doctoral Dissertation]. Vanderbilt University; 2014. Available from: http://hdl.handle.net/1803/11329


Vanderbilt University

13. Kearns, Devin McCready. Describing the cognitive characteristics of reading disability.

Degree: PhD, Special Education, 2010, Vanderbilt University

 The present study examined cognitive correlates of reading disability (RD) as a function of comorbidity. Students with RD vs. RD+MD (math disability) vs. RD+ADHD (attention-deficit/hyperactivity… (more)

Subjects/Keywords: profile analysis; cognitive processes; attention-deficit/hyperactivity disorder; dyscalculia; Reading disability; learning disability; dyslexia; math disability

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APA (6th Edition):

Kearns, D. M. (2010). Describing the cognitive characteristics of reading disability. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/14027

Chicago Manual of Style (16th Edition):

Kearns, Devin McCready. “Describing the cognitive characteristics of reading disability.” 2010. Doctoral Dissertation, Vanderbilt University. Accessed April 15, 2021. http://hdl.handle.net/1803/14027.

MLA Handbook (7th Edition):

Kearns, Devin McCready. “Describing the cognitive characteristics of reading disability.” 2010. Web. 15 Apr 2021.

Vancouver:

Kearns DM. Describing the cognitive characteristics of reading disability. [Internet] [Doctoral dissertation]. Vanderbilt University; 2010. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/1803/14027.

Council of Science Editors:

Kearns DM. Describing the cognitive characteristics of reading disability. [Doctoral Dissertation]. Vanderbilt University; 2010. Available from: http://hdl.handle.net/1803/14027


Vanderbilt University

14. Zumeta, Rebecca O'Rand. Enhancing the Accuracy of Kindergarten Screening.

Degree: PhD, Special Education, 2010, Vanderbilt University

 The Phoneme Segmentation Fluency (PSF) subtest of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) has acceptable reliability and moderate validity, but limited diagnostic… (more)

Subjects/Keywords: dynamic assessment; PSF; phoneme segmentation fluency; DIBELS; screening

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APA (6th Edition):

Zumeta, R. O. (2010). Enhancing the Accuracy of Kindergarten Screening. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13943

Chicago Manual of Style (16th Edition):

Zumeta, Rebecca O'Rand. “Enhancing the Accuracy of Kindergarten Screening.” 2010. Doctoral Dissertation, Vanderbilt University. Accessed April 15, 2021. http://hdl.handle.net/1803/13943.

MLA Handbook (7th Edition):

Zumeta, Rebecca O'Rand. “Enhancing the Accuracy of Kindergarten Screening.” 2010. Web. 15 Apr 2021.

Vancouver:

Zumeta RO. Enhancing the Accuracy of Kindergarten Screening. [Internet] [Doctoral dissertation]. Vanderbilt University; 2010. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/1803/13943.

Council of Science Editors:

Zumeta RO. Enhancing the Accuracy of Kindergarten Screening. [Doctoral Dissertation]. Vanderbilt University; 2010. Available from: http://hdl.handle.net/1803/13943


Vanderbilt University

15. Elleman, Amy M. Exploring Dynamic Assessment as a Means of Identifying Children At-Risk of Developing Comprehension Difficulties.

Degree: PhD, Special Education, 2009, Vanderbilt University

 We conducted two studies to explore a newly constructed dynamic assessment (DA) intended to tap inference making skills which we hypothesize will be predictive of… (more)

Subjects/Keywords: dynamic testing; listening comprehension; early identification; inference; instruction

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APA (6th Edition):

Elleman, A. M. (2009). Exploring Dynamic Assessment as a Means of Identifying Children At-Risk of Developing Comprehension Difficulties. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13749

Chicago Manual of Style (16th Edition):

Elleman, Amy M. “Exploring Dynamic Assessment as a Means of Identifying Children At-Risk of Developing Comprehension Difficulties.” 2009. Doctoral Dissertation, Vanderbilt University. Accessed April 15, 2021. http://hdl.handle.net/1803/13749.

MLA Handbook (7th Edition):

Elleman, Amy M. “Exploring Dynamic Assessment as a Means of Identifying Children At-Risk of Developing Comprehension Difficulties.” 2009. Web. 15 Apr 2021.

Vancouver:

Elleman AM. Exploring Dynamic Assessment as a Means of Identifying Children At-Risk of Developing Comprehension Difficulties. [Internet] [Doctoral dissertation]. Vanderbilt University; 2009. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/1803/13749.

Council of Science Editors:

Elleman AM. Exploring Dynamic Assessment as a Means of Identifying Children At-Risk of Developing Comprehension Difficulties. [Doctoral Dissertation]. Vanderbilt University; 2009. Available from: http://hdl.handle.net/1803/13749


Vanderbilt University

16. Gilbert, Jennifer K. Word and Person Effects on Decoding Accuracy.

Degree: PhD, Special Education, 2010, Vanderbilt University

 The purpose of the current study was to extend the literature on decoding by bringing together two lines of research, namely person and word factors… (more)

Subjects/Keywords: crossed random-effects model; decoding; person-by-word interaction

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APA (6th Edition):

Gilbert, J. K. (2010). Word and Person Effects on Decoding Accuracy. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13433

Chicago Manual of Style (16th Edition):

Gilbert, Jennifer K. “Word and Person Effects on Decoding Accuracy.” 2010. Doctoral Dissertation, Vanderbilt University. Accessed April 15, 2021. http://hdl.handle.net/1803/13433.

MLA Handbook (7th Edition):

Gilbert, Jennifer K. “Word and Person Effects on Decoding Accuracy.” 2010. Web. 15 Apr 2021.

Vancouver:

Gilbert JK. Word and Person Effects on Decoding Accuracy. [Internet] [Doctoral dissertation]. Vanderbilt University; 2010. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/1803/13433.

Council of Science Editors:

Gilbert JK. Word and Person Effects on Decoding Accuracy. [Doctoral Dissertation]. Vanderbilt University; 2010. Available from: http://hdl.handle.net/1803/13433


Vanderbilt University

17. Schumacher, Robin Finelli. Does Understanding Relational Terminology Mediate Effects of Intervention on Difference Word Problems for Second-Grade Students?.

Degree: PhD, Special Education, 2010, Vanderbilt University

 The purpose of this study was to assess whether understanding relational terminology (i.e., more, less, and fewer) mediates the effects of intervention on difference word… (more)

Subjects/Keywords: difference problems; word problems; elementary math

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APA (6th Edition):

Schumacher, R. F. (2010). Does Understanding Relational Terminology Mediate Effects of Intervention on Difference Word Problems for Second-Grade Students?. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13059

Chicago Manual of Style (16th Edition):

Schumacher, Robin Finelli. “Does Understanding Relational Terminology Mediate Effects of Intervention on Difference Word Problems for Second-Grade Students?.” 2010. Doctoral Dissertation, Vanderbilt University. Accessed April 15, 2021. http://hdl.handle.net/1803/13059.

MLA Handbook (7th Edition):

Schumacher, Robin Finelli. “Does Understanding Relational Terminology Mediate Effects of Intervention on Difference Word Problems for Second-Grade Students?.” 2010. Web. 15 Apr 2021.

Vancouver:

Schumacher RF. Does Understanding Relational Terminology Mediate Effects of Intervention on Difference Word Problems for Second-Grade Students?. [Internet] [Doctoral dissertation]. Vanderbilt University; 2010. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/1803/13059.

Council of Science Editors:

Schumacher RF. Does Understanding Relational Terminology Mediate Effects of Intervention on Difference Word Problems for Second-Grade Students?. [Doctoral Dissertation]. Vanderbilt University; 2010. Available from: http://hdl.handle.net/1803/13059


Vanderbilt University

18. Seethaler, Pamela Maureeen. The Predictive Utility of Kindergarten Screening for Math Difficulty: How, When, and With Respect to What Outcome Should It Occur?.

Degree: PhD, Special Education, 2008, Vanderbilt University

 The purpose of this study was to examine the reliability, validity, and predictive utility of 3 measures for screening kindergarten students for risk for math… (more)

Subjects/Keywords: learning disabilities; early identification; predictive utility; mathematics; kindergarten screening

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Seethaler, P. M. (2008). The Predictive Utility of Kindergarten Screening for Math Difficulty: How, When, and With Respect to What Outcome Should It Occur?. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/14026

Chicago Manual of Style (16th Edition):

Seethaler, Pamela Maureeen. “The Predictive Utility of Kindergarten Screening for Math Difficulty: How, When, and With Respect to What Outcome Should It Occur?.” 2008. Doctoral Dissertation, Vanderbilt University. Accessed April 15, 2021. http://hdl.handle.net/1803/14026.

MLA Handbook (7th Edition):

Seethaler, Pamela Maureeen. “The Predictive Utility of Kindergarten Screening for Math Difficulty: How, When, and With Respect to What Outcome Should It Occur?.” 2008. Web. 15 Apr 2021.

Vancouver:

Seethaler PM. The Predictive Utility of Kindergarten Screening for Math Difficulty: How, When, and With Respect to What Outcome Should It Occur?. [Internet] [Doctoral dissertation]. Vanderbilt University; 2008. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/1803/14026.

Council of Science Editors:

Seethaler PM. The Predictive Utility of Kindergarten Screening for Math Difficulty: How, When, and With Respect to What Outcome Should It Occur?. [Doctoral Dissertation]. Vanderbilt University; 2008. Available from: http://hdl.handle.net/1803/14026


Vanderbilt University

19. Maggin, Daniel Montagne. A comparison of teacher and student responsiveness for students at high and low risk for externalizing behavior problems.

Degree: PhD, Special Education, 2009, Vanderbilt University

 Students at risk for developing externalizing behavior disorders (EBD) are among the most challenging students to teach. The combination of instructional and behavioral demands that… (more)

Subjects/Keywords: teacher-student interactions; sequential analysis; general education; externalizing behavior; classroom behavior

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Maggin, D. M. (2009). A comparison of teacher and student responsiveness for students at high and low risk for externalizing behavior problems. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13057

Chicago Manual of Style (16th Edition):

Maggin, Daniel Montagne. “A comparison of teacher and student responsiveness for students at high and low risk for externalizing behavior problems.” 2009. Doctoral Dissertation, Vanderbilt University. Accessed April 15, 2021. http://hdl.handle.net/1803/13057.

MLA Handbook (7th Edition):

Maggin, Daniel Montagne. “A comparison of teacher and student responsiveness for students at high and low risk for externalizing behavior problems.” 2009. Web. 15 Apr 2021.

Vancouver:

Maggin DM. A comparison of teacher and student responsiveness for students at high and low risk for externalizing behavior problems. [Internet] [Doctoral dissertation]. Vanderbilt University; 2009. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/1803/13057.

Council of Science Editors:

Maggin DM. A comparison of teacher and student responsiveness for students at high and low risk for externalizing behavior problems. [Doctoral Dissertation]. Vanderbilt University; 2009. Available from: http://hdl.handle.net/1803/13057

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