| Year |
Citation |
Score |
| 2023 |
McMaster KL, Kendeou P, Kim J, Butterfuss R. Efficacy of a Technology-Based Early Language Comprehension Intervention: A Randomized Control Trial. Journal of Learning Disabilities. 222194231182974. PMID 37366054 DOI: 10.1177/00222194231182974 |
0.47 |
|
| 2023 |
Shanahan E, McMaster KL, Bresina BC, McKevett NM, Choi S, Lembke ES. Teacher Predictors of Student Progress in Data-Based Writing Instruction: Knowledge, Skills, Beliefs, and Instructional Fidelity. Journal of Learning Disabilities. 222194231157720. PMID 36935614 DOI: 10.1177/00222194231157720 |
0.378 |
|
| 2022 |
Al Otaiba S, McMaster K, Wanzek J, Zaru MW. What We Know and Need to Know about Literacy Interventions for Elementary Students with Reading Difficulties and Disabilities, including Dyslexia. Reading Research Quarterly. 58: 313-332. PMID 37416303 DOI: 10.1002/rrq.458 |
0.55 |
|
| 2022 |
Kim J, Burey J, Hwang H, McMaster K, Kendeou P. Supporting inference-making during COVID-19 through individualized scaffolding and feedback: a natural experiment. Reading and Writing. 1-24. PMID 36597413 DOI: 10.1007/s11145-022-10391-2 |
0.338 |
|
| 2020 |
Lam EA, McMaster KL, Rose S. Systematic Review of Curriculum-Based Measurement with Students Who Are Deaf. Journal of Deaf Studies and Deaf Education. PMID 32696962 DOI: 10.1093/Deafed/Enaa020 |
0.459 |
|
| 2020 |
Lam EA, Rose S, McMaster KL. Technical Characteristics of Curriculum-Based Measurement With Students Who Are Deaf. Journal of Deaf Studies and Deaf Education. PMID 32391549 DOI: 10.1093/Deafed/Enaa003 |
0.412 |
|
| 2020 |
Bresina BC, McMaster KL. Exploring the Relation Between Teacher Factors and Student Growth in Early Writing. Journal of Learning Disabilities. 22219420913543. PMID 32274958 DOI: 10.1177/0022219420913543 |
0.51 |
|
| 2020 |
McMaster KL, Baker K, Donegan R, Hugh M, Sargent K. Professional Development to Support Teachers’ Implementation of Intensive Reading Intervention: A Systematic Review: Remedial and Special Education. 74193252093409. DOI: 10.25384/Sage.C.5042903.V1 |
0.546 |
|
| 2020 |
Fuchs D, Cho E, Toste JR, Fuchs LS, Gilbert JK, McMaster KL, Svenson E, Thompson A. A Quasiexperimental Evaluation of Two Versions of First-Grade PALS: One With and One Without Repeated Reading: Exceptional Children. 1440292092182. DOI: 10.1177/0014402920921828 |
0.417 |
|
| 2020 |
McMaster KL, Lembke ES, Shin J, Poch AL, Smith RA, Jung P, Allen AA, Wagner K. Supporting teachers’ use of data-based instruction to improve students’ early writing skills. Journal of Educational Psychology. 112: 1-21. DOI: 10.1037/Edu0000358 |
0.549 |
|
| 2019 |
Kendeou P, McMaster KL, Butterfuss R, Kim J, Bresina B, Wagner K. The Inferential Language Comprehension (iLC) Framework: Supporting Children's Comprehension of Visual Narratives. Topics in Cognitive Science. PMID 31549797 DOI: 10.1111/Tops.12457 |
0.398 |
|
| 2019 |
McMaster KL. Innovations, Insights, and Impact: Expanding Frontiers in Learning Disabilities Research. New Directions For Child and Adolescent Development. PMID 31034121 DOI: 10.1002/Cad.20293 |
0.401 |
|
| 2019 |
Shin J, McMaster K. Relations between CBM (oral reading and maze) and reading comprehension on state achievement tests: A meta-analysis. Journal of School Psychology. 73: 131-149. PMID 30961878 DOI: 10.1016/J.Jsp.2019.03.005 |
0.425 |
|
| 2019 |
Nelson G, McMaster KL. Factors that May Influence Treatment Effects: Helping Practitioners Select Early Numeracy Interventions Learning Disabilities Research and Practice. 34: 194-206. DOI: 10.1111/Ldrp.12208 |
0.426 |
|
| 2019 |
Allen AA, Jung P, Poch AL, Brandes D, Shin J, Lembke ES, McMaster KL. Technical Adequacy of Curriculum-Based Measures in Writing in Grades 1–3 Reading & Writing Quarterly. 1-25. DOI: 10.1080/10573569.2019.1689211 |
0.442 |
|
| 2019 |
Nelson G, McMaster KL. The Effects of Early Numeracy Interventions for Students in Preschool and Early Elementary: A Meta-Analysis Journal of Educational Psychology. 111: 1001-1022. DOI: 10.1037/Edu0000334 |
0.561 |
|
| 2018 |
Wagner K, Smith A, Allen A, McMaster K, Poch A, Lembke E. Exploration of New Complexity Metrics for Curriculum-Based Measures of Writing Assessment For Effective Intervention. 44: 256-266. DOI: 10.1177/1534508418773448 |
0.372 |
|
| 2018 |
Fuchs D, Fuchs LS, McMaster KL, Lemons CJ. Students with Disabilities’ Abysmal School Performance: An Introduction to the Special Issue Learning Disabilities Research & Practice. 33: 127-130. DOI: 10.1111/Ldrp.12180 |
0.434 |
|
| 2018 |
Jung P, McMaster KL, Kunkel AK, Shin J, Stecker PM. Effects of Data-Based Individualization for Students with Intensive Learning Needs: A Meta-Analysis Learning Disabilities Research & Practice. 33: 144-155. DOI: 10.1111/Ldrp.12172 |
0.387 |
|
| 2018 |
Pennington B, Simacek J, McComas J, McMaster K, Elmquist M. Maintenance and Generalization in Functional Behavior Assessment/Behavior Intervention Plan Literature Journal of Behavioral Education. 28: 27-53. DOI: 10.1007/S10864-018-9299-6 |
0.472 |
|
| 2017 |
McMaster KL, Kunkel A, Shin J, Jung PG, Lembke E. Early Writing Intervention. Journal of Learning Disabilities. 22219417708169. PMID 28498732 DOI: 10.1177/0022219417708169 |
0.501 |
|
| 2017 |
Parker DC, Burns MK, McMaster KL, Al Otaiba S, Medhanie A. Examining the Relations Between Instructional-Level Data and Intervention Response in Early Writing Assessment For Effective Intervention. 43: 157-168. DOI: 10.1177/1534508417731999 |
0.516 |
|
| 2017 |
Jung P, McMaster KL. Classification Accuracy of Curriculum-Based Measures for Beginning Writers in First Grade Assessment For Effective Intervention. 43: 131-143. DOI: 10.1177/1534508417730823 |
0.369 |
|
| 2017 |
Lembke ES, McMaster KL, Smith RA, Allen A, Brandes D, Wagner K. Professional Development for Data-Based Instruction in Early Writing: Tools, Learning, and Collaborative Support Teacher Education and Special Education: the Journal of the Teacher Education Division of the Council For Exceptional Children. 41: 106-120. DOI: 10.1177/0888406417730112 |
0.445 |
|
| 2017 |
Wagner DL, Hammerschmidt-Snidarich SM, Espin CA, Seifert K, McMaster KL. Pre-service Teachers’ Interpretation of CBM Progress Monitoring Data Learning Disabilities Research & Practice. 32: 22-31. DOI: 10.1111/Ldrp.12125 |
0.437 |
|
| 2017 |
Espin CA, Wayman MM, Deno SL, McMaster KL, de Rooij M. Data-Based Decision-Making: Developing a Method for Capturing Teachers’ Understanding of CBM Graphs Learning Disabilities Research & Practice. 32: 8-21. DOI: 10.1111/Ldrp.12123 |
0.316 |
|
| 2017 |
McMaster KL, Shin J, Espin CA, Jung P, Wayman MM, Deno SL. Monitoring elementary students’ writing progress using curriculum-based measures: grade and gender differences Reading and Writing. 30: 2069-2091. DOI: 10.1007/S11145-017-9766-9 |
0.454 |
|
| 2016 |
Kendeou P, McMaster KL, Christ TJ. Reading Comprehension Policy Insights From the Behavioral and Brain Sciences. 3: 62-69. DOI: 10.1177/2372732215624707 |
0.418 |
|
| 2016 |
Puranik CS, Patchan MM, Sears MM, McMaster KL. Examining Alphabet Writing Fluency in Kindergarten Assessment For Effective Intervention. 42: 81-96. DOI: 10.1177/1534508416665324 |
0.443 |
|
| 2016 |
Jung P, McMaster KL, delMas RC. Effects of Early Writing Intervention Delivered Within a Data-Based Instruction Framework Exceptional Children. 83: 281-297. DOI: 10.1177/0014402916667586 |
0.567 |
|
| 2015 |
McMaster KL, van den Broek P, Espin CA, Pinto V, Janda B, Lam E, Hsu HC, Jung PG, Leinen AB, van Boekel M. Developing a reading comprehension intervention: Translating cognitive theory to educational practice Contemporary Educational Psychology. 40: 28-40. DOI: 10.1016/J.Cedpsych.2014.04.001 |
0.512 |
|
| 2015 |
McMaster KL, Fuchs D. Classwide intervention using peer-assisted learning strategies Handbook of Response to Intervention: the Science and Practice of Multi-Tiered Systems of Support: Second Edition. 253-268. DOI: 10.1007/978-1-4899-7568-3_15 |
0.342 |
|
| 2014 |
Lam EA, McMaster KL. Predictors of responsiveness to early literacy intervention: A 10-year update Learning Disability Quarterly. 37: 134-147. DOI: 10.1177/0731948714529772 |
0.55 |
|
| 2014 |
McMaster KL, Espin CA, Van Den Broek P. Making connections: Linking cognitive psychology and intervention research to improve comprehension of struggling readers Learning Disabilities Research and Practice. 29: 17-24. DOI: 10.1111/Ldrp.12026 |
0.544 |
|
| 2014 |
Clinton V, Seipel B, van den Broek P, Mcmaster KL, Kendeou P, Carlson SE, Rapp DN. Gender differences in inference generation by fourth-grade students Journal of Research in Reading. 37: 356-374. DOI: 10.1111/J.1467-9817.2012.01531.X |
0.393 |
|
| 2014 |
Carlson SE, van den Broek P, McMaster K, Rapp DN, Bohn-Gettler CM, Kendeou P, White MJ. Effects of Comprehension Skill on Inference Generation during Reading International Journal of Disability, Development and Education. 61: 258-274. DOI: 10.1080/1034912X.2014.934004 |
0.423 |
|
| 2014 |
Carlson SE, Seipel B, McMaster K. Development of a new reading comprehension assessment: Identifying comprehension differences among readers Learning and Individual Differences. 32: 40-53. DOI: 10.1016/J.Lindif.2014.03.003 |
0.482 |
|
| 2014 |
McMaster KL, Jung PG, Brandes D, Pinto V, Fuchs D, Kearns D, Lemons C, Sáenz L, Yen L. Customizing a research-based reading practice: Balancing the importance of implementation fidelity with professional judgment Reading Teacher. 68: 173-183. DOI: 10.1002/Trtr.1301 |
0.456 |
|
| 2013 |
Klingner JK, Boardman AG, McMaster KL. What Does it Take to Scale up and Sustain Evidence-Based Practices? Exceptional Children. 79: 195-211. DOI: 10.1177/001440291307900205 |
0.368 |
|
| 2013 |
Bemboom CM, McMaster KL. A comparison of lower- and higher-resourced tier 2 reading interventions for high school sophomores Learning Disabilities Research and Practice. 28: 184-195. DOI: 10.1111/Ldrp.12020 |
0.509 |
|
| 2013 |
McMaster KL, Han I, Coolong-Chaffin M, Fuchs D. Promoting teachers use of scientifically based instruction: A comparison of university versus district support Elementary School Journal. 113: 303-330. DOI: 10.1086/668504 |
0.621 |
|
| 2013 |
Tilstra J, McMaster KL. Cognitive processes of middle grade readers when reading expository text with an assigned goal Learning and Individual Differences. 28: 66-74. DOI: 10.1016/J.Lindif.2013.09.011 |
0.441 |
|
| 2012 |
Parker DC, Burns MK, McMaster KL, Shapiro ES. Extending curriculum-based assessment to early writing Learning Disabilities Research and Practice. 27: 33-43. DOI: 10.1111/J.1540-5826.2011.00348.X |
0.517 |
|
| 2012 |
McMaster KL, Parker D, Jung PG. Using Curriculum-Based Measurement for Beginning Writers Within a Response to Intervention Framework Reading Psychology. 33: 190-216. DOI: 10.1080/02702711.2012.631867 |
0.506 |
|
| 2012 |
McMaster KL, den Broek Pv, A. Espin C, White MJ, Rapp DN, Kendeou P, Bohn-Gettler CM, Carlson S. Making the right connections: Differential effects of reading intervention for subgroups of comprehenders Learning and Individual Differences. 22: 100-111. DOI: 10.1016/J.Lindif.2011.11.017 |
0.619 |
|
| 2012 |
Campbell H, Espin CA, McMaster K. The technical adequacy of curriculum-based writing measures with English learners Reading and Writing. 26: 431-452. DOI: 10.1007/S11145-012-9375-6 |
0.434 |
|
| 2012 |
Parker DC, Dickey BN, Burns MK, McMaster KL. An Application of Brief Experimental Analysis with Early Writing Journal of Behavioral Education. 21: 329-349. DOI: 10.1007/S10864-012-9151-3 |
0.583 |
|
| 2011 |
McMaster KL, Du X, Parker DC, Pinto V. Using Curriculum-Based Measurement for Struggling Beginning Teaching Exceptional Children. 44: 26-34. DOI: 10.1177/004005991104400203 |
0.313 |
|
| 2011 |
Rafdal BH, McMaster KL, McConnell SR, Fuchs D, Fuchs LS. The effectiveness of kindergarten peer-assisted learning strategies for studentsWith disabilities Exceptional Children. 77: 299-316. DOI: 10.1177/001440291107700303 |
0.544 |
|
| 2011 |
McMaster KL, Du X, Yeo S, Deno SL, Parker D, Ellis T. Curriculum-based measures of beginning writing: Technical features of the slope Exceptional Children. 77: 185-206. DOI: 10.1177/001440291107700203 |
0.409 |
|
| 2011 |
McMaster KL, Ritchey KD, Lembke E. Curriculum-based measurement for beginning writers: Recent developments and future directions Advances in Learning and Behavioral Disabilities. 24: 111-148. DOI: 10.1108/S0735-004X(2011)0000024008 |
0.484 |
|
| 2011 |
Parker DC, McMaster KL, Medhanie A, Silberglitt B. Modeling early writing growth with curriculum-based measures School Psychology Quarterly. 26: 290-304. DOI: 10.1037/A0026833 |
0.446 |
|
| 2010 |
Pierce RL, McMaster KL, Deno SL. The Effects of Using Different Procedures to Score Maze Measures Learning Disabilities Research & Practice. 25: 151-160. DOI: 10.1111/J.1540-5826.2010.00313.X |
0.37 |
|
| 2010 |
Kearns DM, Fuchs D, McMaster KL, Sáenz L, Fuchs LS, Yen L, Meyers C, Stein M, Compton D, Berends M, Smith TM. Factors contributing to teachers' sustained use of Kindergarten peer-assisted learning strategies Journal of Research On Educational Effectiveness. 3: 315-342. DOI: 10.1080/19345747.2010.491151 |
0.486 |
|
| 2010 |
Wayman MM, McMaster KL, Sáenz LM, Watson JA. Using Curriculum-Based Measurement to monitor secondary english language learners' responsiveness to peer-mediated reading instruction Reading and Writing Quarterly. 26: 308-332. DOI: 10.1080/10573569.2010.500260 |
0.487 |
|
| 2010 |
Lembke ES, Mcmaster KL, Stecker PM. The prevention science of reading research within a response-to-intervention model Psychology in the Schools. 47: 22-35. DOI: 10.1002/Pits.20449 |
0.544 |
|
| 2009 |
Petursdottir AL, McMaster K, McComas JJ, Bradfield T, Braganza V, Koch-McDonald J, Rodriguez R, Scharf H. Brief experimental analysis of early reading interventions. Journal of School Psychology. 47: 215-43. PMID 19480886 DOI: 10.1016/J.Jsp.2009.02.003 |
0.541 |
|
| 2009 |
McMaster KL, Xiaoqing Du, Pétursdóttir AL. Technical features of curriculum-based measures for beginning writers. Journal of Learning Disabilities. 42: 41-60. PMID 19103799 DOI: 10.1177/0022219408326212 |
0.467 |
|
| 2009 |
Tilstra J, McMaster K, Van Den Broek P, Kendeou P, Rapp D. Simple but complex: Components of the simple view of reading across grade levels Journal of Research in Reading. 32: 383-401. DOI: 10.1111/J.1467-9817.2009.01401.X |
0.451 |
|
| 2008 |
Stein ML, Berends M, Fuchs D, McMaster K, Sáenz L, Yen L, Fuchs LS, Compton DL. Scaling Up an Early Reading Program: Relationships Among Teacher Support, Fidelity of Implementation, and Student Performance Across Different Sites and Years Educational Evaluation and Policy Analysis. 30: 368-388. DOI: 10.3102/0162373708322738 |
0.486 |
|
| 2008 |
Mcmaster KL, Kung SH, Han I, Cao M. Peer-assisted learning strategies: A "Tier 1" approach to promoting English Learners response to intervention Exceptional Children. 74: 194-214. DOI: 10.1177/001440290807400204 |
0.601 |
|
| 2008 |
McMaster KL, Campbell H. New and existing curriculum-based writing measures: Technical features within and across grades School Psychology Review. 37: 550-566. |
0.33 |
|
| 2007 |
Sáenz LM, McMaster KL, Fuchs D, Fuchs LS. Peer-Assisted Learning Strategies in Reading for Students With Different Learning Needs Journal of Cognitive Education and Psychology. 6: 395-410. DOI: 10.1891/194589507787382089 |
0.506 |
|
| 2007 |
Tilstra J, McMaster K. Productivity, Fluency, and Grammaticality Measures From Narratives Communication Disorders Quarterly. 29: 43-53. DOI: 10.1177/1525740108314866 |
0.42 |
|
| 2007 |
McMaster K, Espin C. Technical Features of Curriculum-Based Measurement in Writing The Journal of Special Education. 41: 68-84. DOI: 10.1177/00224669070410020301 |
0.369 |
|
| 2007 |
Rapp DN, Van Den Broek P, McMaster KL, Kendeou P, Espin CA. Higher-order comprehension processes in struggling readers: A perspective for research and intervention Scientific Studies of Reading. 11: 289-312. DOI: 10.1080/10888430701530417 |
0.461 |
|
| 2006 |
McMaster KL, Wayman MM, Cao M. Monitoring the Reading Progress of Secondary-Level English Learners: Technical Features of Oral Reading and Maze Tasks Assessment For Effective Intervention. 31: 17-31. DOI: 10.1177/073724770603100402 |
0.435 |
|
| 2006 |
McMaster KL, Fuchs D, Fuchs LS. Research on Peer-Assisted Learning Strategies: The Promise and Limitations of Peer-Mediated Instruction Reading & Writing Quarterly. 22: 5-25. DOI: 10.1080/10573560500203491 |
0.5 |
|
| 2005 |
McMaster KL, Fuchs D, Fuchs LS, Compton DL. Responding to nonresponders: An experimental field trial of identification and intervention methods Exceptional Children. 71: 445-463. DOI: 10.1177/001440290507100404 |
0.463 |
|
| 2002 |
McMaster K, Fuchs D, Fuchs LS, Compton DL. Monitoring the Academic Progress of Children Who Are Unresponsive to Generally Effective Early Reading Intervention Assessment For Effective Intervention. 27: 23-33. DOI: 10.1177/073724770202700404 |
0.482 |
|
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