Displaying results 1 - 20 of 35 (Go to Advanced Search)
Project
Description: In the present study, we conduct a meta-analysis of the PA-reading relationship for participants in African contexts.
Project
Description: 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.
Project
Description: Science of reading experts have called for increased attention on oral academic language. Specifically, interventions need to integrate multiple dimensions of academic language—word-, sentence-, and discourse-level patterns—to impact listening comprehension.
Project
Description: In research, augmentative and alternative communication (AAC) interventions have primarily focused on teaching children to make requests (Logan et al., 2017); however, AAC intervention should not stop there.
Project
Description: The analysis of narratives often accompanies comprehensive language assessments of students. While analyzing narratives can be time-consuming and labor-intensive, recent advances in large language models (LLMs) indicate that it may be possible to automate this process.
Project
Description: The aim of this research is to create developmentally appropriate, play-based storytelling elicitation procedures to collect language samples of young children aged 18-48 months, tools for evaluating the magnitude and quality of narrative language produced in play-based storytelling sessions, and examine the psychometric properties of these new
Project
Description: Language sampling is a critical component of language assessments. However, there are many ways to elicit language samples that likely impact the results. The purpose of this study was to examine how different discourse types and elicitation tasks affect various language sampling outcomes.
Project
Description: Information for the broader "Embedding Working Memory Training within Math Problem Solving" project is described below.
Project
Description: This LDbase project page containes the open science materials for our meta-analysis on the reading anxiety and reading achievement.
Project
Description: The study generated new data by assessing 140 South African primary school children three times from 2019 to 2021.
Dataset
Part of Project: Reading Anxiety and Reading Achievement: A Meta-Analysis
Description: This is a spreadsheet format of table 4 that is included in the manuscript. Table 4 reports the reading anxiety measure used in each of 44 studies included in the reading anxiety meta-analysis.
Dataset
Part of Project: Embedding Working Memory Training within Math Problem Solving
Description: 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.
Dataset
Part of Project: Oral Academic Narrative Language Intervention
Description: This file contains data according to two research designs: small scale RCT and a Repeated Acquisition Design (single case research). The vocabulary at the pre- and post- collections were untaught words whereas the weekly probes for the RAD were the taught words of that week.
Dataset
Part of Project: AAC Narrative Intervention for Children with Autism
Description: These are the data for story grammar scores and number of different symbols used that resulted from the AAC narrative intervention. They are organized according to multiple baseline across participants design and pseudonyms are used instead of children's names.
Dataset
Part of Project: Embedding Working Memory Training within Math Problem Solving
Description: This file contains data associated with "Building Word-Problem Solving and Working Memory Capacity: A Randomized Controlled Trial Comparing Three Intervention Approaches," a publication in the Journal of Education Psychology (2022), 2022, Vol. 114, No. 7, 1633–1653.
Dataset
Part of Project: Automated Narrative Scoring Using Large Language Models
Description: Narrative language samples elicited using the ALPS Oral Narrative Retell and Oral Narrative Generation tasks from diverse K-3 students. The tworaters data set was drawn randomly from the larger corpus of narrative language samples. These samples were scored by two raters for reliability purposes.
Dataset
Part of Project: Automated Narrative Scoring Using Large Language Models
Description: Narrative language samples elicited using the ALPS Oral Narrative Retell and Oral Narrative Generation tasks from diverse K-3 students. The training data set was drawn randomly from the larger corpus of narrative language samples.
Dataset
Part of Project: Automated Narrative Scoring Using Large Language Models
Description: Narrative language samples elicited using the ALPS Oral Narrative Retell and Oral Narrative Generation tasks from diverse K-3 students. The test data set was drawn randomly from the larger corpus of narrative language samples.
Dataset
Part of Project: Reading Anxiety and Reading Achievement: A Meta-Analysis
Description: This is the data that was extracted from existing studies for use in this meta-analysis on reading anxiety and reading achievement. This includes 44 studies. Many of the studies had multiple effect sizes. Each row of data represents a effect size (long format).
Dataset
Part of Project: Embedding Working Memory Training within Math Problem Solving
Description: This file contains data associated with "Building Word-Problem Solving and Working Memory Capacity: A Randomized Controlled Trial Comparing Three Intervention Approaches", a publication in the Journal of Education Psychology (2022), 2022, Vol. 114, No. 7, 1633–1653.
