Person: Marcia A. Barnes

This dataset contains the student-level data from the Connect-IT pilot project. The file is in wide format with student demographic characteristics and scores from pre- and post-test time periods with some measures including item-level data. Grouping and nesting information are also available.

This codebook contains all necessary information for understanding variable naming and data structures for this Connect-IT pilot dataset.

This peer-reviewed article is the main effects publication associated with this project.

This project consisted of a randomized controlled trial of a tutor- and computer-delivered inferential comprehension intervention for middle school students with reading difficulties.

This document is the following article:

Fuchs, L. S., Fuchs, D., Cho, E., Barnes, M. A., Koponen, T., & Espinas, D. R. (2024). Comorbid Word Reading and Mathematics Computation Difficulty at Start of First Grade. Journal of Learning Disabilities, 0(0).

This is the codebook accompanying the dataset Comorbid Word Reading and Math Computation Difficulty at Start of First Grade.

This data set includes teacher identification (nesting) variable, reading and math scores, cognitive scores, and demographics .

This study addresses first-grade students with comorbid difficulty across word reading and calculations. Students with comorbid difficulty are randomly assigned to 4 conditions, a control group, coordinated treatment across reading & math, reading-only treatment, & math-only treatment.

This is the codebook accompanying the dataset Baseline Working Memory as a Moderator of Working Memory Training on Working Memory Outcomes.

This file contains data associated with "Children’s Baseline Working Memory Moderates the Effects of Working Memory Training,” a paper submitted for publication by Lynn Fuchs, Sonya Sterba, Marcia Barnes, and Douglas Fuchs of Vanderbilt University.