The University of Iowa


Examiner Error in Curriculum-Based Measurement of Oral Reading

Deborah K. Reed, Ph.D.

Although curriculum based measures of oral reading (CBM-R) have strong technical adequacy, there is still a reason to believe that student performance may be influenced by factors of the testing situation, such as errors examiners make in administering and scoring the test. This study examined the construct-irrelevant variance introduced by examiners using a cross-classified multilevel model.

Reading Practices in the Juvenile Correctional Facility Setting: Incarcerated Adolescents Speak Out

Deborah K. Reed, Ph.D.

This multi-phasic, qualitative study explored the perceptions and provision of research-based reading instruction in the juvenile correctional facility setting. In three settings in two states, we interviewed students (n D 17), teachers (n D 5), and administrators (n D 3); and conducted two focus groups (n D 8), student surveys (n D 49), and seven observations of reading instruction.

A Synthesis of Peer Mediated Academic Interventions for Secondary Struggling Learners

Deborah K. Reed, Ph.D.

A synthesis of the extant research on peer-mediated reading and math interventions for students in regular or alternative education settings with academic difficulties and disabilities in Grades 6 to 12 (ages 11–18) is presented. Interventions conducted between 2001 and 2012 targeting reading and math were included if they measured effects on at least one academic outcome measure.

Plagiarism Isn’t Just an Issue for Students

Deborah K. Reed, Ph.D.

Everyone is appalled at reports of rampant cheating among high school and college students, primarily by cutting and pasting from the Internet without providing citations. There are situations in real life where an individual suffered serious consequences for plagiarizing work. Many schools incorporate such scenarios in character education programs.

Improving Comprehension for Middle and High School Students

Deborah K. Reed, Ph.D.

This chapter includes three sections addressing historical, current, and emerging issues in teaching reading comprehension to students with disabilities. The first section reviews special education law, statistics, and practices as they relate to middle and school.

RTI for Reading at the Secondary Level: Recommended Literacy Practices and Remaining Questions

Deborah K. Reed, Ph.D.

Grounded in the best current knowledge, this book shows how to implement response to intervention (RTI) in middle and high school contexts. Detailed guidelines are presented for teaching reading comprehension, vocabulary, and other aspects of literacy across the content areas, and for providing effective interventions for students who require additional support.