Scholarship created by the faculty of the University of Denver's Department of Curriculum and Instruction.

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Submissions from 2020

Efficacy of a Learning Trajectory Approach Compared to a Teach-to-target Approach for Addition and Subtraction, Douglas H. Clements, Julie Sarama, Arthur J. Baroody, and Candace Joswick

Submissions from 2019

Examining Sources and Mechanisms of Reading Comprehension Difficulties: Comparing English Learners and Non-English Learners within the Simple View of Reading., Eunsoo Cho, Philip Capin, Greg Roberts, Garrett J. Roberts, and Sharon Vaughn

Strategy Diversity in Early Mathematics Classrooms, Douglas H. Clements, Denis Dumas, Yixiao Dong, Holland W. Banse, Julie Sarama, and Crystal A. Day-Hess

Evaluating the Efficacy of a Learning Trajectory for Early Shape Composition, Douglas H. Clements, Julie Sarama, Arthur J. Baroody, Candace Joswick, and Christopher B. Wolfe

Reading Interventions for Students with Reading and Behavioral Difficulties: a Meta-analysis and Evaluation of Co-occurring Difficulties, Garrett J. Roberts, Eunsoo Cho, Justin D. Garwood, Grant H. Goble, Taryn Robertson, and Abby Hodges

Effects of a Self-Management with Peer Training Intervention on Academic Engagement for High School Students with Autism Spectrum Disorder, Garrett J. Roberts, Min Mize, Colleen K. Reutebuch, Terry Falcomata, Philip Capin, and Briana L. Steelman

Effects of Cross-Age Tutors With EBD for Kindergarteners At Risk of Mathematics Difficulties, Gavin W. Watts, Diane Pedrotty Bryant, and Garrett J. Roberts

Submissions from 2018

Risky Business: Correlation and Causation in Longitudinal Studies of Skill Development., Drew H. Bailey, Greg J. Duncan, Tyler Watts, Douglas H. Clements, and Julie Sarama

Evaluation of Three Interventions Teaching Area Measurement as Spatial Structuring to Young Children, Douglas H. Clements, Julie Sarama, Douglas W. Van Dine, Jeffrey E. Barrett, Craig J. Cullen, Aaron Hudyma, Ron Dolgin, Amanda L. Cullen, and Cheryl L. Eames

Do High-Quality Kindergarten and First-Grade Classrooms Mitigate Preschool Fadeout?, Jade Marcus Jenkins, Tyler W. Watts, Katherine Magnuson, Elizabeth T. Gershoff, Douglas H. Clements, Julie Sarama, and Greg J. Duncan

Examining the Effects of Afterschool Reading Interventions for Upper Elementary Struggling Readers, Garrett J. Roberts, Philip Capin, Greg Roberts, Jeremy Miciak, Jamie M. Quinn, and Sharon Vaughn

Causal Mediation in Educational Intervention Studies, Greg Roberts, Nancy Scammacca, and Garrett J. Roberts

Efficacy of a Word- and Text-Based Intervention for Students With Significant Reading Difficulties, Sharon Vaughn, Garrett J. Roberts, Jeremy Miciak, Pat Taylor, and Jack M. Fletcher

Submissions from 2017

The Research-based Balance in Early Childhood Mathematics: A Response to Common Core Criticisms, Douglas H. Clements, Karen C. Fuson, and Julie Sarama

The Effects of One versus Two Years of Intensive Reading Intervention Implemented with Late Elementary Struggling Readers, Jeremy Miciak, Garrett J. Roberts, W. Pat Taylor, Michael Solis, Yusra Ahmed, Sharon Vaughn, and Jack M. Fletcher

What Is the Long-Run Impact of Learning Mathematics During Preschool?, Tyler W. Watts, Greg J. Duncan, Douglas H. Clements, and Julie Sarama

Submissions from 2016

Fadeout in an Early Mathematics Intervention: Constraining Content or Preexisting Differences?, Drew H. Bailey, Tutrang Nguyen, Jade Marcus Jenkins, Thurston Domina, Douglas H. Clements, and Julie Sarama

Reading Instruction for English Learners in the Middle Grades: a Meta-Analysis, Colby Hall, Garrett J. Roberts, Eunsoo Cho, Lisa V. McCulley, Megan Carroll, and Sharon Vaughn

Submissions from 2015

Processes in the Development of Mathematics in Kindergarten Children from Title 1 Schools, Matthew E. Foster, Jason L. Anthony, Douglas H. Clements, and Julie Sarama