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Quinnipiac University
The Quinnipiac University School of Education offers certificate, master’s degree and advanced diploma programs designed to empower graduates to become a positive force of change across a variety of school-based and corporate learning environments.
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Racing Against the Vocabulary Gap: Matthew Effects in Early Vocabulary Instruction and Intervention
Content type: Journal Article
We investigated whether individual differences in overall receptive vocabulary knowledge measured at the beginning of the year moderated the effects of a kindergarten vocabulary intervention that supplemented classroom vocabulary instruction. We also...
On the Importance of Moderator Analysis in Intervention Research: An Introduction to the Special Issue
Content type: Journal Article
No abstract.
Filling an Information Gap in Preschool MTSS and RTI Decision Making
Content type: Journal Article
A tenet of multitiered systems of support and response to intervention (MTSS-RTI) is that lack of response to instructional intervention is explained by classroom experiences and behaviors given opportunities to learn. We investigated the potential of...
Efficacy of a First-Grade Mathematics Intervention on Measurement and Data Analysis
Content type: Journal Article
Well-designed mathematics instruction focused on concepts and problem-solving skills associated with measurement and data analysis can build a foundational understanding for more advanced mathematics. This study investigated the efficacy of the Precision...
The Taxonomy of Intervention Intensity
Content type: Journal Article
The purpose of this article is to describe the Taxonomy of Intervention Intensity, which articulates 7 dimensions for evaluating and building intervention intensity. We explain the Taxonomy’s dimensions of intensity. In explaining the Taxonomy, we rely on...
Enhancing Adolescents’ Comprehension of Text by Building Vocabulary Knowledge
Content type: Journal Article
Secondary-level students are required to learn critical content by reading and comprehending complex text. This task is especially challenging for students with disabilities who spend the majority of their day in the general education content area setting...
The Taxonomy of Intervention Intensity
Content type: Journal Article
The purpose of this article is to describe the Taxonomy of Intervention Intensity, which articulates 7 dimensions for evaluating and building intervention intensity. We explain the Taxonomy’s dimensions of intensity. In explaining the Taxonomy, we rely on...
Strategies for Minimizing Variability in Progress Monitoring of Oral Reading Fluency
Content type: Journal Article
Curriculum based measurement (CBM) is widely used to monitor student progress on academic skills. Within the context of reading, CBM oral reading fluency (ORF) is the most commonly used progress-monitoring measure of students' reading abilities. While CBM...
Structured Literacy and Typical Literacy Practices: Understanding Differences to Create Instructional Opportunities
Content type: Journal Article
This article outlines key features of structured literacy approaches and contrasts these approaches with more typical literacy practices in core general education instruction, assessment, and tiered interventions. Using a vignette about a special education...
Retrieval Practice for Retention and Transfer
Content type: Journal Article
Retrieval practice is a powerful tool that improves learning, retention, and transfer of academic content. This article describes how to implement several retrieval practice in several formats, including flashcard practice, response card practice, weekly...