February 21-23, 2019 Coronado Bay, California

Conference Program

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Table of Contents Introduction 4

Panel and Special Session Details 5

Poster Details - Poster Session A: 4:35 - 5:15 pm 9

Poster Details - Poster Session B: 5:20 - 6:00 pm 11 Poster Details - Poster Session C: 6:05 - 6:45 pm 13

Attendee Contact Information 15

Property Map 19

Meeting Space Diagram - First Floor 20

Meeting Space Diagram - Second Floor 21

PCRC 2019 Schedule Overview 22

28th Annual PCRC at Loews Coronado Bay Hotel

SAVE THE DATE February 20-22, 2020

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Introduction

Thank you very much for participating in PCRC 2019. We appreciate your ongoing support for this conference.

For your convenience, this program book can be found online at vkc.mc.vanderbilt.edu/vkc/pcrc/.

In an effort to promote the spirit of PCRC, we remind panel presenters to reserve a portion of time for discussion and encourage attendees to engage in lively conversations about the presented work.

Our conference manager, Elizabeth Turner, is happy to help you with any requests you may have during the meeting, including e-mailing you a receipt for the conference registration fee. You can typically find her in the Constellation Foyer or you can e-mail pcrc@vumc.org.

Immediately following the conference, you will receive a brief online survey to complete. We would greatly appreciate it if you would share your honest feedback about the conference via this tool. We strive to make the conference an excellent experience for you and we can only make it better with your input.

Finally, we wish to thank Pam Stecker, Nathan Clemens, Erica Lembke, and Endia Lindo for their service on the program review committee.

Enjoy the conference.

PCRC Executive Committee

Doug Fuchs Lynn Fuchs Chris Lemons, Chair Kristen McMaster Sharon Vaughn Jeanne Wanzek

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Panel and Special Session Details

Location Presenters Title and abstract

THURSDAY 5:30 – 7:00 pm Constellation Ballroom

• Hugh Catts, Florida State University • David Francis, Texas Institute for

Measurement, Evaluation, and Statistics, University of Houston

• Sharon Vaughn, Department of Special Education, University of Texas at Austin

Opening Session: Reading Comprehension: Why We Are Making Limited Progress and What to Do About It Limited progress is being made in improving reading comprehension on national/state assessments and in RCTs and other research investigations. We argue how failure to recognize the multidimensional nature of comprehension and the role of knowledge/experience in the comprehension contribute to this situation. Suggestions for moving forward are offered.

FRIDAY 8:00-10:00 am Constellation A

• Erica Lembke, University of Missouri • Kathleen Lane, University of Kansas • Wendy Oakes, University of Kansas • Chris Riley-Tillman, University of Missouri • R. Alex Smith, Southern Mississippi University

Behavioral and Academic Outcomes for Students At-Risk The importance of examining both academic and behavioral outcomes for students at risk is clear in many academic contexts. The effective functioning of school-based teams, the tiered supports schools or districts provide, identifying the specific function of an identified need, and developing more targeted interventions all hinge on examination of both types of data. This panel will provide information on current projects that address the use of both academic and behavioral information to inform instruction.

Constellation B

• Kristen McMaster, University of Minnesota • Panayiota Kendeou, University of Minnesota • Lynn Fuchs, Vanderbilt University • Doug Fuchs, Vanderbilt University

The Role of Language and Cognitive Factors in Text Comprehension We explore the roles that language and cognition play in children's comprehension, and their influence in interventions designed to address academic difficulties. We present a theoretical framework that underscores inference-making as key to comprehension, followed by evidence of the effects of language and cognitive interventions in reading and non-reading contexts.

Britannia/ Cambria

• Nancy Scammacca Lewis, The Meadows Center for Preventing Educational Risk, The University of Texas

• Nathan Clemens (discussant), The University of Texas at Austin

• Greg Roberts, The Meadows Center for Preventing Educational Risk, The University of Texas at Austin

Best Practices for Developing Proximal Measures of Intervention Effects Measuring proximal effects is important to understanding how students benefited from an intervention. The process of developing measures requires decisions about item format, content, difficulty, and more. Using examples of measures they have developed and evaluated, presenters will offer best practice principles for designing high-quality measures that assess proximal effects with precision.

FRIDAY 10:15 am - 12:15 pm Constellation A

• Sylvia Linan-Thompson, University of Oregon

• Linda Cavazos, American Institutes for Research

• Amanda Sanford, Portland State University • Julie Esparza Brown, Portland State University

Assessment and Instruction of English Learners' Language, Literacy, and Mathematics Skills English learners are one of the fastest growing populations in schools. Before we can identify ELs with learning disabilities, we first have to understand typical development in a second language. This session presents research that examines the oral and written development of ELs and the effect of multi-faceted interventions.

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• Nathan A. Stevenson, Kent State University

• Deborah K. Reed, Iowa Reading Research Center, University of Iowa

• Esther Lindstrom, Lehigh University • Kelli D. Cummings, University of Maryland • Keith Smolkowski, Oregon Research Institute

Intensive Intervention Research: A Critical Examination of Practical, Ethical, and Methodological Issues When, how, and under what conditions should students receive intensive intervention? This panel examines ways to improve the efficiency and effectiveness of processes and procedures for intensifying instruction. Research from literacy, behavior, and low-incidence populations will be presented. Methodological, practical, ethical, and legal considerations for such research will be discussed.

Brittania/ Cambria

• Jill Pentimonti, American Institutes for Research

• Tricia Zucker, University of Texas Health Science Center at Houston

• Janelle Montroy, University of Texas Health Science Center at Houston

• Lori Skibbe, Michigan State University • Hope Gerde, Michigan State University • Gary Bingham, Georgia State University • Margaret Quinn, University of Tennessee

Innovations in Early Childhood Literacy Assessments and Teacher Supports for Enhancing Development This panel will discuss new ways to assess language and literacy development in preschool and kindergarten. Panelists will provide psychometric evidence for an early screener of school readiness and measures of individual skills (i.e., phonological awareness, early writing). An assessment of teacher literacy supports will also be introduced.

Sovereign • Gary Troia, Michigan State University • David Coker (discussant), University of

Delaware • Adrea Truckenmiller, Michigan State University • Eunsoo Cho, Michigan State University

Predictors of Literacy Development in Middle Grades: Implications for Assessment and Instruction Studies find typing speed and writing knowledge are associated with growth in writing performance; effects of word accuracy and writing productivity on writing achievement are mediated by text quality; and initial benchmark vocabulary, ORF, and comprehension measures predict later reading comprehension, as do progress in maze and silent reading fluency.

FRIDAY - 3:30 pm - 4:30 pm Britannia/ Cambria and Sovereign

Doctoral Student Roundtable Discussion: Survival Skills for Transitioning from Doctoral to Faculty Status In this special session, we invite doctoral students and early-career faculty to participate in topical discussions. Each of four pertinent topics will be offered for 30 minutes and then repeated during this hour-long session. Participants will be able to select two topical discussions to attend. Each member of the PCRC Program Committee has invited another expert in the field to help lead their 30-minute talk. However, participants are encouraged to bring their questions as well.

Topics: Roundtable A: Getting an Academic Job: Tips on the Job Search and Interview Process Nathan Clemens and Kristen McMaster (Britannia/Cambria) Roundtable B: Securing Early Career Research Funding Erica Lembke and Sarah Powell (Britannia/Cambria) Roundtable C: Finding Harmony: Balancing Personal and Professional Life Endia Lindo and Christine Espin (Sovereign) Roundtable D: Maintaining High-Quality Teacher Preparation in the Midst of Competing Demands Pam Stecker and Karen Harris (Sovereign)

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SATURDAY - 8:00 - 10:00 am Constellation A

• Marc Goodrich, University of Nebraska-Lincoln

• Michael Hebert (discussant), University of Nebraksa-Lincoln

• Mackenzie Savaiano, University of Nebraska-Lincoln

• Jessica Namkung, University of Nebraska-Lincoln

Modifying the Scoring of Writing Assessments for Unique Populations and Tasks Curriculum-based measurement (CBM) is used to monitor student progress in writing. However, CBM does not capture some necessary information for specific populations or types of writing. This panel presents three studies of modified CBMs for writing developed for braille writing, English learners, and mathematics-writing.

Constellation B

• Evelyn Johnson, Boise State University, Lee Pesky Learning Center

• Nate Jones, Boston University • Chris Doabler (discussant), The University of

Texas at Austin • Linda Reddy, Rutgers University • Mary Brownell, University of Florida

Can Special Education Teacher Observation Tools Lead to Improvement in Practice? One explanation for the continued achievement gap between students with disabilities and their general education peers is that best practices are not implemented with sufficient fidelity in the classroom. This session examines current approaches and issues related to special education teacher observation and evaluation as one way to help close the research to practice gap.

Britannia/ Cambria

• Sarah Powell, The University of Texas at Austin

• Diane Bryant, The University of Texas at Austin • Ben Clarke, University of Oregon • Robin Codding, University of Minnesota • Pamela Seethaler, Vanderbilt University

The Latest and Greatest in Mathematics Research for Students with Learning Difficulties We present new and previously unreported research related to the mathematics performance of students with learning difficulties. Several of the presentations feature research from interventions, with both group and single-subject designs used within the studies. The other presentations focus on the influence of reading and vocabulary on mathematics performance.

Sovereign • Kelly A. Powell-Smith, Dynamic Measurement Group

• Roland H. Good III (discussant), Dynamic Measurement Group

• Rob Richardson, University of Tennessee • Jacob Gray, Dynamic Measurement Group • John L. Hosp, University of Massachusetts

Amherst

Differential Utility/Validity of Screening and Progress-Monitoring Measures This panel presents three studies. First, growth trajectories for English Learners and native English speakers with the same initial reading proficiency were compared. Second, bias in DIBELS Next classification accuracy was examined across gender and ethnicity. Third, the intersectionality of race/ethnicity and English proficiency on early literacy measures was examined.

SATURDAY - 10:15 am - 12:15 pm Constellation A

• Philip Capin, The Meadows Center for Preventing Educational Risk, The University of Texas at Austin

• Carol Connor (discussant), University of California Irvine

• Carolyn Denton, Children's Learning Institute at University of Texas Health

• Elizabeth Stevens, The Meadows Center for Preventing Educational Risk, The University of Texas at Austin

Improving Tier I Instruction for Students at Risk for Reading Problems This panel will discuss Tier I instructional practices for improving reading outcomes among struggling readers. One presentation will describe observational data of Tier 1 and Tier 2 reading instruction. The remaining presentations will report findings from studies examining the effects of Tier 1 instruction for students with reading difficulties.

Constellation B

• Karen R. Harris, Arizona State University • Kausalai (Kay) Wijekumar, Texas A&M

University • Young-Suk Grace Kim, University of California-

Irvine • Ashley Barkel, University of Arizona • Steve Graham, Arizona State University

Extant and Emerging Research in Writing: Informing Instruction at Tiers 1-2 These four studies in writing represent diverse methodologies (multi-level modeling, SCD, and meta-analysis) and approaches in writing (a web-based tutor, integration of EBPs in early grades, SRSD for students learning English, and co-occurrence of reading and writing challenges). Implications for instruction and research at Tiers 1 - 2 are discussed.

| 8 Brittania/ Cambria

• Jessica R. Toste, The University of Texas at Austin

• Mikko Aro, University of Jyväskylä, Finland • Eric Oslund, Middle Tennessee State University • Christine Espin, Leiden University

Understanding Teachers' Data-Based Decision Making (or Lack Thereof) The use of student assessment data to drive instructional decisions is an essential feature of intensive interventions for students with disabilities. However, teachers report difficulty with interpreting CBM graphs, extracting information from graphs, and linking data to instruction. The four presentations in this panel explore teachers' data-based decision-making processes.

SATURDAY – 4:30 – 6:00 pm Constellation Ballroom

• Allison Gandhi, American Institutes for Research

• Hank Fein (discussant), University of Oregon Center on Teaching and Learning

• Gina Biancarosa, Center on Teaching and Learning, University of Oregon

• Laura Kuchle, American Institutes for Research • Nancy J. Nelson, Center on Teaching and

Learning, University of Oregon

Closing Session: The Dyslexia Landscape: Current Research on Screening, Identification, Instruction, and Intervention Approaches This panel summarizes current methods of screening, identification, instruction, and intervention for students with dyslexia. Presenters will describe research on screening instruments that predict dyslexia risk, development of word reading and decoding skills in dyslexic populations, results of a state's dyslexia intervention pilot program, and methods for intensifying interventions.

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Poster Details Poster Session A: 4:35 – 5:15 pm

POSTER # PRESENTER POSTER TITLE

1A • Abigail A. Allen, Clemson University • R. Alex Smith, University of Southern Mississippi

Predicting Fourth-Grade Mathematics Achievement with Early Numeracy, Early Literacy, and Behavior Ratings

2A • Dana L. Wagner, Minnesota State University Mankato

• Abigail A. Allen, Clemson University

Technical features of CBM vocabulary probes used in teacher preparation programs

3A • Peng Peng, University of Texas at Austin • Doug Fuchs, Vanderbilt University

Early Word Reading and Reading Comprehension Development among At-Risk Readers

4A • Peng Peng, University of Texas at Austin A Meta-analysis on the Relation between Fluid Intelligence and Reading/Mathematics: Effects of Tasks, Age, and Social Economics Status

5A • Jessica Namkung, University of Nebraska-Lincoln • Peng Peng, The University of Texas at Austin

The Relation between Mathematics Anxiety and Mathematics Performance among School-Aged Students

6A • Angela Crawford, Boise State University • Evelyn Johnson, Boise State University

Analysis of an Understanding Procedures Observation Rubric for Math Intervention Instruction

7A • Laura Moylan, Boise State University • Evelyn Johnson, Boise State University

Developing a Comprehensive Decoding Special Education Teacher Observation Rubric

8A • Yuzhu Zheng, Boise State University • Evelyn Johnson, Boise State University

Understanding Rater Behavior in Observations of Special Education Math Teachers

9A • Eunsoo Cho, Michigan State University • Unhee Ju, Michigan State University

Does growth mindset predict growth in reading?

10A • Garrett J. Roberts, University of Denver • Eunsoo Cho, Michigan State University

Reading Interventions for Students with Behavior, Hyperactivity, or Attention Difficulties: A Meta-Analysis

12A • Brian R Bryant, The Meadows Center for Preventing Educational Risk, The University of Texas at Austin

• Diane Pedrotty Bryant, The Meadows Center for Preventing Educational Risk, The University of Texas at Austin

Examining the Effects of Algebra Readiness Modules on Struggling 7th Grade Students

13A • Meijia Liu, The Meadows Center for Preventing Educational Risk, The University of Texas at Austin

• Diane Pedrotty Bryant, The Meadows Center for Preventing Educational Risk, The University of Texas at Austin

Special Education Pre-service Teachers' Knowledge of Geometry Instruction

14A • Maryam Nozari, The Meadows Center for Preventing Educational Risk, The University of Texas at Austin

• Diane Pedrotty Bryant, The Meadows Center for Preventing Educational Risk, The University of Texas at Austin

Effect of cognitive learning principles on the mathematics performance of students with mathematics difficulties in first grade

15A • Soyoung Park, University of Texas at Austin • Diane Pedrotty Bryant, The Meadows Center for

Preventing Educational Risk, The University of Texas at Austin

The Characteristics of Testing Accommodations for Students with Learning Disabilities

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16A • Lauren W. Collins, San Diego State University • Bryan G. Cook, University of Virginia

A Systematic Review of Independent Evidence-Based Practice Reviews

17A • Bryan G. Cook, University of Virginia • William J. Therrien, University of Virginia

Open Science in Special Education

18A • Katherine Sargent, Vanderbilt University • Maria Hugh, University of Minnesota

Implementing Intensive Reading Intervention: Professional Development a Systematic Review

19A • Jaeho Lee, Kwangju Women's University, Korea • Jaehyun Shin, Gyeongin National University of

Education, Korea

A Study on Teachers' Perception and Current Diagnostic Issues of LD in Korean Elementary Inclusive Classrooms

20A • Jaehyun Shin, Gyeongin National University of Education

• Kristen McMaster, University of Minnesota

The Relations between Working Memory and Writing Performance: A Meta-Analysis

21A • Britta Cook Bresina, University of Minnesota • Kristen L. McMaster, University of Minnesota

The Relation Between Duration and Effectiveness: Tier 2 Language Comprehension Intervention

22A • Sarah Powell, The University of Texas at Austin • Suzanne Forsyth, The University of Texas at Austin

Use of Numeracy Read-Alouds in Classrooms of At-Risk Prekindergarten Children

23A • Suzanne R. Forsyth, The University of Texas at Austin

• Sarah R. Powell, The University of Texas at Austin

Using Trade Books to Teach Mathematical Language from Preschool to Second Grade

24A • Katherine Berry, University of Texas at Austin • Sarah Powell, University of Texas at Austin

The Impact of Equation-Solving within Word-Problem Intervention for Third Graders with Mathematics Difficulty

26A • Samantha A. Gesel, Vanderbilt University Impact of DBI-Focused PD on Teacher's DBI Expertise: A Meta Analysis

27A • Erica N. Mason, University of Missouri • Samantha A. Gesel, Vanderbilt University

Best science, poorest publication opportunities: Why don't replications get respect?

28A • Allison F. Gilmour, Temple University Are Students with Disabilities Accessing the Curriculum? A Meta-analysis of Achievement Gaps

29A • Allison F. Gilmour, Temple University The Influence of Classmates on the Academic Outcomes of Students With and Without Disabilities

30A • Meagan Walsh, Vanderbilt University Developing a Comprehension Interventions for Struggling 3rd Grade Readers: A Pilot Study

31A • Meagan Walsh, Vanderbilt University Improving the Comprehension of Struggling 3rd Grade Readers

33A • Kyle Wagner, University of Minnesota Creating a Technology-Based Assessment of Early Inferencing

34A • Shawn M. Datchuk, University of Iowa • Kyle Wagner, University of Minnesota

The Effects of Writing Interventions on Correct Writing Sequences: A Meta-Analysis of Single-Case Designs

35A • Esther R. Lindström, Lehigh University • Emma Gratton-Fisher, Lehigh University

Effects of behavior interventions on reading outcomes: A synthesis

36A • Jason Chow, Virginia Commonwealth University • Esther R. Lindström, Lehigh University

Associations between academic engagement and academic achievement: A systematic review and meta-analysis

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Poster Details Poster Session B: 5:20-6:00 pm

POSTER # PRESENTER POSTER TITLE

1B • Angelique Aitken, University of Nebraska-Lincoln Parent Connectors: Supporting Parents of Middle School Students with EBD

2B • Sarah V. Arden, American Institutes for Research Implementation of Intensive Intervention in Mathematics for Middle School Students

3B • Monica Asencio, University of New Mexico • Stefania Petcu, University of New Mexico

Math Problem Solving and Cognitive Growth in English Language Learners: Results of Year 1

4B • Christy R. Austin, University of Texas at Austin The Relationship between Pretest Reading Scores and Student Response to Vocabulary Interventions

5B • Piia Bjorn, University of Eastern Finland Response-To-Intervention: Inter-country lessons for educational policy discussion

6B • Jose Blackroby, CAST, Harvard Graduate School of Education

• Jennifer Yu, SRI

Supporting Inquiry Science with SNUDLE, a Digital Science Notebook

7B • Kaitlin Bundock, Utah State University An Evaluation of Student Engagement During a Whole-Class Number System Knowledge Intervention

8B • Younghee Cho, Faith International University • Sora Jeong, Seoul National University

The Evidence based Reading Interventions for English Language Learners: A Multilevel Meta-Analysis

9B • Alyson A. Collins, Texas State University • Stephen Ciullo, Texas State University

A Meta-Analysis of Interventions to Improve Argumentative Writing

10B • Lindy Crawford, Texas Christian University Validating a Framework for Categorizing Quantitative Reasoning Strategies in Elementary School

12B • Carolyn Denton, University of Texas Health Science Center at Houston

• Tricia Zucker, University of Texas Health Science Center at Houston

A Pilot Study of a Combined Reading and Self-Regulation Tier 3 Intervention for Grades 2-4

13B • Lisa Didion, The University of Texas at Austin Data Mountain: Self-Monitoring, Goal Setting, and Motivation Training to Improve the Oral Reading Fluency of Struggling Readers in the Elementary Grades

14B • Jordan Dille, The University of Texas at Austin Summer Months' Interventions and Effects on Grades 6-12 Students' Reading Loss

15B • Marissa J. Filderman, The University of Texas at Austin

Teacher Training in Data Literacy: A Meta-Analysis of the Effects on Teacher Outcomes

16B • Kylie Flynn, WestEd Improving Students’ Vocabulary Skills and Reading Comprehension through Word Learning Strategies

17B • Lindsay Foreman-Murray, Vanderbilt University School Engagement and Support for the Transition to High School for Students with Learning Disabilities

19B • Matthew E. Foster, University of South Florida English and Spanish Profiles of Oral Language Growth Trajectories of Dual Language Learners and Monolingual English Speakers

20B • Colby Hall, The University of Texas Health Science Center at Houston

• Phil Capin, The University of Texas at Austin

Narrative Language Instruction in Elementary School Classrooms: An Observation Study

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21B • Beth Harn, University of Oregon Utility of an Implementation Tool for Small Group Instruction

22B • Kelly Haymond, Instructional Research Group • Russell Gersten, Instructional Research Group

A Meta-Analysis of Reading Intervention Studies using Robust Variance Estimation

23B • Emma L. Hendricks, Vanderbilt University Predicting Poor Readers' Responsiveness to a Multi-Component Reading Comprehension Intervention

24B • Maria Lemler Hugh, University of Minnesota Early Childhood Special Education Teams: Practice Selection To Address Challenging Behavior

26B • Jiwon Hwang, California State University Bakersfield

• Stephanie Morano, University of Virginia

Bring STREAM Education on Stream

27B • Thilagha Jagaiah, University of Hartford Analysis of Syntactic Complexity and Writing Quality for Informative and Narrative Essays

28B • Jerae Kelly, University of Maryland, College Park Social Cognition and Narrative Comprehension: A Research Synthesis

29B • Dongil Kim, Seoul National University • Jiyung Hwang, University of Missouri, Columbia

A Validation Study of Observer Rating Scale of CISA-2 Using ROC Analysis

30B • Ae Hwa Kim, Dankook University, Korea • Ui Jung, Korea Nazarene University

Cognitive Predictors of Reading and Reading Difficulty Subtypes of Korean Language

31B • Woori Kim, Chonnam National University • Jiyeon Kim, Korea National Sport University

Teachers' Perspectives on the Identification of and Intervention for At-Risk Students

33B • Seth King, Tennessee Technological University Reading Instruction for Children with Down Syndrome: Extending Research of Behavioral Phenotype Aligned Interventions

34B • Hannah Krimm, Vanderbilt University A Multimedia Module for Teaching Dialogic Reading Strategies

35B • Paulina A. Kulesz, University of Houston • David J Francis, University of Houston

Understanding effects of reader-text interactions on reading comprehension: Explanatory item response study

36B • Lauren LeJeune, Vanderbilt University Adapting Instruction to Reduce Challenging Behavior: A Systematic Review

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Poster Details Poster Session C: 6:05-6:45 pm

POSTER # PRESENTER POSTER TITLE

1C • Xin Lin, University of Texas at Austin The Domain-general and Domain-specific Profiles of Computation and Problem-Solving Difficulties

2C • Christopher J. Lonigan, Florida State University Patterns of Growth in Reading-related and Math Skills during Elementary School

3C • Amanda Martinez-Lincoln, The University of Texas at Austin

• Marcia Barnes, Vanderbilt University • Peng Peng (presenter), The University of Texas

at Austin

Cognitive Moderators of Math Intervention: A Systematic Review

4C • Jeremy Miciak, University of Houston Regression discontinuity and internal validity: Simulated comparisons of RD and RCTs

5C • Breda V. O'Keeffe, University of Utah • Kristen Stokes, University of Utah

Improving Diagnostic Accuracy of Kindergarten Reading Screening with Skill Will Assessment

6C • Natalie G. Olinghouse, University of Connecticut • Mike Coyne, University of Connecticut

Proposing an Integrative Vocabulary Framework Across Language Domains

7C • Anna Osipova, California State University, Los Angeles

• Ya-Chih Chang, California State University, Los Angeles

Learning Together: Practicing Culturally Responsive Pedagogy from Pre-K to 12 Grade

8C • Jiyeon Park, The University of Texas at Austin • Ashley Bagwell, The University of Texas at Austin

The Attitudes and Misconception toward Assistive Technology of Pre-service General Education Teachers.

9C • Sam Patton, Vanderbilt University

Creating and Using Transfer Measures to Evaluate a Nonfiction Reading Comprehension Intervention

10C • Beth M. Phillips, Florida State University How do Teachers Prioritize Time during Literacy Instruction? A Multi-Grade Exploration

12C • Amber B. Ray, University of Hawaii at Manoa School-wide Implementation of Self-Regulated Strategy Development for Informative Writing in Kindergarten-5th Grade

13C • Colleen Reutebuch, The Meadows Center for Preventing Educational Risk, The University of Texas at Austin

Vocabulary and Main Idea Treatment Utilizing Preference to Support Improvements in Reading Comprehension for Students with High Functioning Autism Spectrum Disorder

14C • Laura Rhinehart, University of California Los Angeles; California State University, Los Angeles

Relationships Between Kindergarteners' Executive Functioning Skills and Third Grade Learning Disability Status

15C • Kristen D. Ritchey, University of Delaware • David L. Coker, University of Delaware

Predicting Sentence and Discourse Writing in First Grade

16C • Taryn Robertson, University of Denver • Grant Goble, University of Denver

Culturally Relevant Pedagogy: A systematic Review of Literature

17C • Amy Gillespie Rouse, Southern Methodist University

• Sharlene Kiuhara, University of Utah

Writing to Learn in Elementary Classrooms: Results of a National Survey

19C • Brook Sawyer, Lehigh University Parents Plus: An Examination of Feasibility, Usability and Fidelity

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20C • Nora W. Schlesinger, Kennesaw State University • Briana Davis, University of Illinois at Chicago;

College of Education Center for Literacy

Teacher Candidate Structured Language Literacy Training

21C • Pamela M. Seethaler, Vanderbilt University • Caitlin Craddock, Vanderbilt University

The Technical Adequacy of a Measure of Word-Problem Comprehension: Operations and Language

22C • Emily Solari, University of Virginia • Ryan Grimm, University of Virginia

Examining the Stability of Kindergarten literacy profiles for English language learners and English only speaking children

23C • Michael Solis, University of California Riverside • Zaira Jimenez, University of California Riverside

Interest-based reading and vocabulary intervention for middle grade students with autism

24C • Pamela M. Stecker, Clemson University • Catherine A. Griffith, Clemson University

Preservice Educators' Perceptions About Vocabulary Matching and Selection Measures for Progress Monitoring

26C • Paul K. Steinle, The University of Texas at Austin

Teacher Expectations of Reading Ability for Students with Disabilities

27C • Alicia A. Stewart, The University of Texas at Austin

• Elizabeth Swanson, The University of Texas at Austin

Exploring the Efficacy of Evidence-Based Reading Instruction on the Reading Outcomes of Students with Inattentive Behaviors

28C • Marah Sutherland, University of Oregon • Ben Clarke, University of Oregon

Investigating the Number Line Estimation Task within an Early Numeracy Screening Battery

29C • H. Lee Swanson, University of New Mexico; University of California-Riverside

• Jennifer Kong, University of New Mexico

Growth in Math Computation and Working Memory in at Risk English Language Learners

30C • Julie Thompson, Texas A&M University Improving active engagement and communication of children with autism spectrum disorder during parent-delivered shared-story reading

33C • Adrea Truckenmiller, Michigan State University Relations Between Expressive Written Language and Writing Performance in Middle School

35C • Kelly J. Williams, Indiana University • Leticia R. Martinez, The Meadows Center for

Preventing Educational Risk, The University of Texas at Austin

Examining Student Engagement Outcomes for High School English Learners At-Risk for Dropout

36C • Matthew Zajic, University of Virginia Reading-Writing Relationships in High-Functioning Children with Autism Spectrum Disorders

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Attendee Contact Information

First Last Name Institutional Affiliation(s) Email Address

Angelique Aitken University of Nebraska-Lincoln aaitken2@unl.edu

Abby Allen Clemson University aaallen@clemson.edu

Julie Alonzo University of Oregon jalonzo@uoregon.edu

Jason Anthony University of South Florida jasonanthony@usf.edu

Sarah Arden American Institutes for Research sarden@air.org

Mikko Aro University of Jyväskylä mikko.t.aro@jyu.fi

Monica Asencio University of New Mexico masencio@unm.edu

Christy R. Austin The University of Texas at Austin christyaustin@utexas.edu

Ashley Barkel University of Arizona abarkel@email.arizona.edu

Amy Barth Buena Vista University barth@bvu.edu

Kristen D. Beach University of North Carolina at Charlotte kbeach4@uncc.edu

Katherine A. Berry The University of Texas at Austin kberry@austin.utexas.edu

Gina Biancarosa University of Oregon, Center on Teaching and Learning ginab@uoregon.edu

Piia M. Bjorn University of Eastern Finland piia.bjorn@uef.fi

Jose Blackorby CAST, Harvard Graduate School of Education jblackorby@cast.org

Sam Bos The University of Texas at Austin samantha.bos@utexas.edu

Britta Cook Bresina University of Minnesota bresi016@umn.edu

Julie Esparza Brown Portland State University jebrown@pdx.edu

Denise Brown Kansas MTSS denise@kansasmtss.org

Diane Bryant Meadows Center for Preventing Educational Risk, The University of Texas at Austin

dpbryant@austin.utexas.edu

Brian R. Bryant Meadows Center for Preventing Educational Risk, The University of Texas at Austin

brianrbryant@aol.com

Kaitlin Bundock Utah State University kaitlin.bundock@usu.edu

Kristie Calvin Arizona State University klcalvin@asu.edu

Philip Capin Meadows Center for Preventing Educational Risk, The University of Texas at Austin

pcapin@utexas.edu

Hugh Catts Florida State University hcatts@fsu.edu

Linda Cavazos American Institutes for Research lcavazos@air.org

Wei-Bing Chen SRI International wei-bing.chen@sri.com

Younghee Cho Faith International University helalj80@snu.ac.kr

Eunsoo Cho Michigan State University escho@msu.edu

Jason Chow Virginia Commonwealth University jcchow@vcu.edu

Stephen Ciullo Texas State University ciullo@txstate.edu

Ben Clarke University of Oregon, Center on Teaching and Learning clarkeb@uoregon.edu

Nathan Clemens The University of Texas at Austin nathan.clemens@austin.utexas.edu

Robin S. Codding University of Minnesota rcodding@umn.edu

David Coker University of Delaware dcoker@udel.edu

Alyson A. Collins Texas State University alysonacollins@txstate.edu

Lauren Collins San Diego State University lcollins2@sdsu.edu

Carol Connor University of California, Irvine connorcm@uci.edu

Lysandra Cook University of Virginia lysandra@virginia.edu

Bryan Cook University of Virginia bc3qu@virginia.edu

Michael Coyne University of Connecticut mike.coyne@uconn.edu

Caitlin Craddock Vanderbilt University c.f.craddock@vanderbilt.edu

Danielle Cravalho University of California Riverside dcrav002@ucr.edu

Lindy Crawford Texas Christian University lindy.crawford@tcu.edu

Angela Crawford Boise State University angelacrawford1@boisestate.edu

Kelli Cummings University of Maryland kellic@umd.edu

Shawn Datchuk University of Iowa shawn-datchuk@uiowa.edu

Briana Davis University of Illinois at Chicago bmdavis7@uic.edu

Carolyn Denton University of Texas Health Science Center at Houston carolyn.a.denton@uth.tmc.edu

Lisa Didion The University of Texas at Austin lisa.didion@utexas.edu

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Jordan Dille The University of Texas at Austin jordandille@utexas.edu

Christian Doabler The University of Texas at Austin cdoabler@austin.utexas.edu

Christine Espin Leiden University espinca@fsw.leidenuniv.nl

Kate Ferguson SRI International katherine.ferguson@sri.com

Hank Fien University of Oregon, Center on Teaching & Learning ffien@uoregon.edu

Anne Fikes SRI International anne.fikes@sri.com

Marissa Filderman The University of Texas at Austin marissa.filderman@utexas.edu

Jack Fletcher University of Houston jackfletcher@uh.edu

Sally Fluhler Vanderbilt University sally.fluhler@vanderbilt.edu

Kylie Flynn WestEd kflynn2@wested.org

Lindsay Foreman-Murray Vanderbilt University lindsay.r.james@vanderbilt.edu

Suzanne R. Forsyth The University of Texas at Austin srforsyth@utexas.edu

Matthew Foster University of South Florida mefoster@usf.edu

David Francis University of Houston dfrancis@uh.edu

Lynn Fuchs Vanderbilt University lynn.fuchs@vanderbilt.edu

Douglas Fuchs Vanderbilt University doug.fuchs@vanderbilt.edu

Allison Gandhi American Institutes for Research agandhi@air.org

Michael Gentile University of Connecticut michael.g.gentile@uconn.edu

Hope K. Gerde Michigan State University hgerde@msu.edu

Samantha A. Gesel Vanderbilt University samantha.gesel@vanderbilt.edu

Allison Gilmour Temple University allison.gilmour@temple.edu

Roland Good III Dynamic Measurement Group rhgood@acadiencelearning.org

Marc Goodrich University of Nebraska Lincoln jgoodrich4@unl.edu

Steve Graham Arizona State University steve.graham@asu.edu

Emma Gratton-Fisher Lehigh University eeg314@lehigh.edu

Jacob Gray Dynamic Measurement Group jgray@acadiancelearning.org

Shelley Gray Arizona State University Shelley.Gray@asu.edu

Catherine Aurentz Griffith Clemson University cgriffi@clemson.edu

Rene Grimes University of Texas, Austin renegrimes@utexas.edu

Ryan Grimm University of Virginia rpg5hu@virginia.edu

Colby Hall The University of Texas Health Science Center at Houston colby.s.hall@uth.tmc.edu

Carol Scheffner Hammer Teachers College, Columbia University carol.hammer@tc.columbia.edu

Beth Harn University of Oregon bharn@uoregon.edu

Karen R. Harris Arizona State University karen.r.harris@asu.edu

Kelly Haymond Instructional Research Group khaymond@inresg.org

Michael Hebert University of Nebraska-Lincoln michael.hebert@unl.edu

Emma Hendricks Vanderbilt University emma.l.hendricks@vanderbilt.edu

Kiersten K. Hensley Minnesota State University, Mankato kiersten.hensley@mnsu.edu

John Hosp University of Massachusetts Amherst johnhosp@umass.edu

Maria Hugh University of Minnesota lemle008@umn.edu

Jiyung Hwang University of Missouri jhdn8@mail.missouri.edu

Jiwon Hwang California State University Bakersfield jhwangpsu@gmail.com

Thilagha Jagaiah University of Hartford jagaiah@hartford.edu

Sora Jeong Seoul National University sora.clare.jeong@gmail.com

Zaira Jimenez University of California Riverside zjime001@ucr.edu

Friggita Johnson Clemson University friggij@clemson.edu

Evelyn Johnson Boise State University evelynjohnson@boisestate.edu

Nathan Jones Boston University ndjones@bu.edu

Jerae Kelly University of Maryland, College Park jkelly17@umd.edu

Panayiota (Pani) Kendeou University of Minnesota kend0040@umn.edu

Leanne Ketterlin Geller Southern Methodist University lkgeller@smu.edu

Dongil Kim Seoul National University dikimedu@snu.ac.kr

Young-Suk Kim University of California, Irvine young.kim@uci.edu

Woori Kim Chonnam National University rnell777@jnu.ac.kr

Jiyeon Kim Korea National Sport University jykim@knsu.ac.kr

Ae Hwa Kim Dankook University aehwa@hanmail.net

Ui Jung Kim Korea Nazarene University uijungkim@kornu.ac.kr

Seth King Tennessee Technological University saking@tntech.edu

| 17

Amanda Kloo Belmont Abbey College dramandakloo@gmail.com

Jennifer Kong University of New Mexico jenniferkong@unm.edu

Hannah Krimm Vanderbilt University hannah.krimm@vanderbilt.edu

Laura Kuchle American Institutes for Research lkuchle@air.org

Paulina Kulesz University of Houston paulina.kulesz@times.uh.edu

Kathleen Lane University of Kansas kathleen.lane@ku.edu

Lauren LeJeune Vanderbilt University lauren.m.lejeune@vanderbilt.edu

Erica Lembke University of Missouri lembkee@missouri.edu

Chris Lemons Vanderbilt University chrislemons73@gmail.com

Linlin Li WestEd lli@wested.org

Xin Lin The University of Texas at Austin xin.lin@utexas.edu

Sylvia Linan-Thompson University of Oregon sthomps5@gmail.com

Endia J. Lindo Texas Christian University e.lindo@tcu.edu

Esther Lindström Lehigh University esl417@lehigh.edu

Meijia Liu The University of Texas at Austin meijia.liu@utexas.edu

John Lloyd University of Virginia jwl3v@virginia.edu

April Longa Arizona State University alonga@asu.edu

Christopher J. Lonigan Florida State University lonigan@psy.fsu.edu

Erica Mason University of Missouri ensz7c@mail.missouri.edu

Amanda McClelland University of Texas amcclelland@utexas.edu

Anita McGinty University of Virginia as2g@virginia.edu

Kristen McMaster University of Minnesota mcmas004@umn.edu

Jeremy Miciak University of Houston Jeremy.Miciak@times.uh.edu

Janelle Montroy Children's Learning Institute janelle.j.montroy@uth.tmc.edu

Laura Moylan Boise State University lauramoylan@boisestate.edu

Alicia A. Mrachko Bowling Green State University mrachka@bgsu.edu

Jessica Namkung University of Nebraska-Lincoln jessica.m.namkung@gmail.com

Nancy Nelson University of Oregon, Center on Teaching and Learning, National Center on Improving Literacy

nnelson3@uoregon.edu

Maryam Nozari The University of Texas at Austin maryam.nozari@utexas.edu

Breda O'Keeffe University of Utah breda.okeeffe@utah.edu

Natalie Olinghouse University of Connecticut Natalie.olinghouse@uconn.edu

Anna Osipova California State University Los Angeles aosipov3@calstatela.edu

Eric Oslund Middle Tennessee State University eric.oslund@mtsu.edu

Jiyeon Park The University of Texas at Austin jpark99@utexas.edu

Soyoung Park The University of Texas at Austin soyoungpark@utexas.edu

Sam Patton Vanderbilt University sam.a.patton@gmail.com

Peng Peng The University of Texas at Austin pengpeng@austin.utexas.edu

Jill Pentimonti American Institutes for Research jpentimonti@air.org

Stefania Petcu University of New Mexico spetcu@unm.edu

David Peyton University of Florida peyto788@ufl.edu

Beth Phillips Florida State University bphillips@fcrr.org

Marissa Pilger University of Oregon mpilger@uoregon.edu

Marney Pollack Vanderbilt University marney.s.pollack@vanderbilt.edu

Sarah Powell The University of Texas at Austin powell.r.sarah@gmail.com

Kelly Powell-Smith Dynamic Measurement Group kpowellsmith@acadiencelearning.org

Daisy Pua University of Florida puadt@ufl.edu

Amber B. Ray University of Hawaii at Manoa amberray@hawaii.edu

Linda Reddy Rutgers University lreddy@rutgers.edu

Deborah Reed Iowa Reading Research Center, University of Iowa deborah-reed@uiowa.edu

Colleen K. Reutebuch The University of Texas at Austin ckreutebuch@austin.utexas.edu

Laura Rhinehart University of California Los Angeles, California State University Los Angeles

lrhinehart@gmail.com

Rob Richardson University of Tennessee-Knoxville rricha35@utk.edu

Elizabeth Rider Vanderbilt University elizabeth.l.rider@vanderbilt.edu

Timothy C. Riley-Tillman University of Missouri rileytillmant@missouri.edu

Cathy Ringstaff WestEd cringst@wested.org

Kristen Ritchey University of Delaware kritchey@udel.edu

| 18

Garrett Roberts University of Denver garrett.roberts@du.edu

Gregory Roberts The University of Texas at Austin brianna.jackson@austin.utexas.edu

Taryn Robertson University of Denver taryn.robertson@du.edu

Clarisa Rodrigues University of Connecticut clarisa.rodrigues@uconn.edu

Amanda Sanford Portland State University asanford@pdx.edu

Julie Santoro Lehigh University jksantoro@lehigh.edu

Katherine Sargent Vanderbilt University kkbsargent@gmail.com

Mackenzie Savaiano University of Nebraska-Lincoln msavaiano2@unl.edu

Brook Sawyer Lehigh University brooksawyer@lehigh.edu

Nancy Scammacca Lewis Meadows Center for Preventing Educational Risk nancylewis@austin.utexas.edu

Nora Schlesinger Kennesaw State University nschlesi@kennesaw.edu

C. Melanie Schuele Vanderbilt University melanie.schuele@vanderbilt.edu

Pamela M. Seethaler Vanderbilt University pamela.m.seethaler@vanderbilt.edu

Lina Shanley University of Oregon shanley2@uoregon.edu

HyeYun Gladys Shin Seoul National University gladysshin@hotmail.com

Jaehyun Shin Gyeongin National University edusjh01@gmail.com

Lori Skibbe Michigan State University skibbelo@msu.edu

Julie Smith Teachers College Columbia University jcs2236@tc.columbia.edu

R. Alex Smith The University of Southern Mississippi r.alexander.smith@usm.edu

Keith Smolkowski Oregon Research Institute keiths@ori.org

Emily Solari University of Virginia ejs9ea@virginia.edu

Michael Solis University of California, Riverside msolis@ucr.edu

Pamela M. Stecker Clemson University stecker@clemson.edu

Paul Steinle The University of Texas at Austin paulksteinle@utexas.edu

Elizabeth Stevens The University of Texas at Austin elizabeth.stevens@utexas.edu

Nathan A. Stevenson Kent State University nsteve15@kent.edu

Alicia Stewart The University of Texas at Austin brianna.jackson@austin.utexas.edu

Stephanie Stindt Kansas MTSS stephanie@kansasmtss.org

Kristen Stokes Fuoco University of Utah kristen.stokes@utah.edu

Marah Sutherland University of Oregon/Center on Teaching and Learning marahs@uoregon.edu

H. Lee Swanson University of New Mexico hlswanson@unm.edu

Julie Thompson Texas A&M University jlthompson@tamu.edu

Jessica Toste The University of Texas at Austin jrtoste@austin.utexas.edu

Gary A. Troia Michigan State University gtroia@msu.edu

Adrea Truckenmiller Michigan State University atruck@msu.edu

Elizabeth Turner Vanderbilt Kennedy Center, Vanderbilt University elizabeth.turner@vumc.org

Zainab Aliyu Umar The University of Texas at Austin zaumar@utexas.edu

Sharon Vaughn The University of Texas at Austin srvaughn@austin.utexas.edu

Kyle Wagner University of Minnesota wagn0524@umn.edu

Dana Wagner Minnesota State University, Mankato dana.wagner@mnsu.edu

Meagan Walsh Vanderbilt University meagan.e.walsh@vanderbilt.edu

Kay Wijekumar Texas A&M University K_Wijekumar@tamu.edu

Kelly J. Williams Indiana University kjwilli@indiana.edu

Matthew Zajic University of Virginia mcz3e@virginia.edu

Brenda Zaparolli The University of Texas at Austin brenda.zaparolli@gmail.com

Yuzhu Zheng Boise State University yuzhuzheng@boisestate.edu

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Prop

erty

Map

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Loews Coronado Bay 4000 Loews Coronado Bay Road

Coronado, CA 92118 619-424-4000

Meeting Space Diagram – First Floor

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Loews Coronado Bay 4000 Loews Coronado Bay Road

Coronado, CA 92118 619-424-4000

Meeting Space Diagram – Second Floor

PCRC 2019 Schedule Overview

DAY 1 - THURSDAY, FEBRUARY 21, 2019

5 - 5:30 pm Check-in Constellation Foyer

5:30 - 7 pm Opening Session: Reading Comprehension: Why We Are Making Limited Progress and What to Do About It [Chair: Hugh Catts]

Constellation Ballroom

7 - 9 pm Opening night reception Pool Marina Terrace

DAY 2 - FRIDAY, FEBRUARY 22, 2019

7 - 8 am Continental Breakfast Avalon (Mistral)

7:30 - 8 am Check-in Constellation Foyer

8 - 10 am

Panel 1: Behavioral and Academic Outcomes for Students at Risk [Chair: Erica Lembke] Constellation A

Panel 2: The Role of Language and Cognitive Factors in Text Comprehension [Chair: Kristen McMaster] Constellation B

Panel 3: Best Practices for Developing Proximal Measures of Intervention Effects [Chair: Nancy Scammacca-Lewis]

Britannia / Cambria

10 - 10:15 am Break Constellation Foyer

10:15 am - 12:15 pm

Panel 4: Assessment and Instruction of English Learners’ Language, Literacy, and Mathematics Skills [Chair: Sylvia Linan-Thompson]

Constellation A

Panel 5: Intensive Intervention Research: A Critical Examination of Practical, Ethical, and Methodological Issues [Chair: Nathan Stevenson]

Constellation B

Panel 6: Innovations in Early Childhood Literacy Assessments and Teacher Supports for Enhancing Development [Chair: Jill Pentimonti]

Britannia / Cambria

Panel 7: Predictors of Literacy Assessments in Middle Grades: Implications for Assessment and Instruction [Chair: Gary Troia]

Sovereign

12:15 - 3:30 pm Mid-day Break

3:30 – 4:30 pm Doctoral Student and Early-Career Scholar Roundtable Session: Survival Skills for Transitioning from Doctoral to Faculty Status

Britannia / Cambria, Sovereign

4:30 – 4:35 pm Set up for Poster Session A Constellation Ballroom

4:35 – 5:15 pm Poster Session A Constellation Ballroom

5:15 - 5:20 pm Set up for Poster Session B Constellation Ballroom

5:20 – 6 pm Poster Session B Constellation Ballroom

6 – 6:05 pm Set Up for Poster Session C Constellation Ballroom

6:05 - 6:45 pm Poster Session C Constellation Ballroom

DAY 3 - SATURDAY, FEBRUARY 23, 2019

7 - 8 am Continental Breakfast Avalon (Mistral)

8 - 10 am

Panel 8: Modifying the Scoring of Writing Assessments for Unique Populations [Chair: Marc Goodrich] Constellation A

Panel 9: Can Special Education Teacher Observation Tools Lead to Improvement in Practice? [Chairs: Evelyn Johnson, Nate Jones]

Constellation B

Panel 10: The Latest and Greatest in Mathematics Research for Students with Learning Difficulties [Chair: Sarah Powell]

Britannia / Cambria

Panel 11: Differential Utility/Validity of Screening and Progress-Monitoring Measures [Chair: Kelly A. Powell-Smith]

Sovereign

10 - 10:15 am Break

10:15 am - 12:15 pm

Panel 12: Improving Tier 1 Instruction for Students at Risk for Reading Problems [Chair: Philip Capin] Constellation A

Panel 13: Extant and Emerging Research in Writing: Informing Instruction at Tiers 1 and 2 [Chair: Karen Harris]

Constellation B

Panel 14: Understanding Teachers’ Data-Based Decision Making (or Lack Thereof) [Chair: Jessica Toste]

Britannia / Cambria

12:15 – 4:30 pm Mid-day Break

4:30 - 6 pm Closing Session: The Dyslexia Landscape: Current Research on Screening, Identification, Instruction, and Intervention Approaches [Chair: Allison Gandhi, Hank Fein, discussant]

Constellation Ballroom

6 – 6:30 pm Business Meeting Constellation Ballroom

6:45 – 9 pm Dinner Bay Terrace