Christopher Schatschneider
Biographic Data
| ID | 1604516 |
|---|---|
| NAME | Christopher Schatschneider |
| GIVEN NAMES | Christopher |
| FAMILY NAME | Schatschneider |
| SIGNATURE | SCHATSCHNEIDER C |
| AFFILIATIONS | Florida State University |
| ORCID | 0000-0002-1700-7685 |
| VERIFIED | Yes |
| TOTAL WORKS | 34 |
| TOTAL CITATIONS | 186 |
| AUTHOR COUNT | 34 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 7 |
Children’s Written Morphology Skills Demonstrated in Third Grade Narrative Responses
Morphological knowledge supports vocabulary, reading, and writing, yet its development in school-aged children remains underexplored, particularly within classroom writing. Prior studies have relied on isolated subtests rather than authentic written production to evaluate morphological skill. This study addressed a practical and theoretical gap by examining how third-grade students demonstrate morphological knowledge through narrative writing and…
Exploring Preschoolers’ Vocabulary and Knowledge Acquisition from Informational Video and Shared Reading
Although children frequently engage with digital media, their exposure to informational content such as documentaries remains limited. This exploratory study examined how preschoolers learn vocabulary and content knowledge from a child-friendly documentary presented through shared reading, video viewing, or both formats. Sixty 4- to 5-year-old children were randomly assigned to one of the three conditions. Children either experienced one format t…
Measuring Elementary Student Reading Gain in the Context of School-Implemented Multitiered Systems of Support
There is limited research with mixed results about student reading gains in Grades 1 to 5 within typical school-implemented Response to Intervention (RTI). As part of a larger study, we used school-administered screening data on a widely used computer-adaptive test (Measures of Academic Progress) to describe reading gains across one academic year. We observed relatively faster growth in the first grade than in the later grades. We found stronger …
Supporting Teachers’ Data-Based Individualization of Early Writing Instruction
In a multiyear, multisite, randomized control trial, we examined the effects of comprehensive professional development designed to support teachers’ data-based instruction (DBI) for students with intensive early writing needs. Teachers ( N = 154; primarily special educators or intervention specialists) were assigned randomly to a treatment group ( n = 76), in which they received tools, learning, and coaching to support their DBI implementation ov…
A Community Data Sharing Resource
The purpose of this invited paper is to show the learning disabilities field what LDbase is, why it’s important for the field, what it offers the field, and examples of how you can leverage LDbase in your own work
Structural repetition in responses to indirect requests
We report three experiments that assess whether structural priming in a question–answer dialogue context is affected by the use of direct requests, conventional indirect requests, and nonconventional indirect requests. In Experiments 1 and 2, experimenters made phone calls to businesses and asked either Can you tell me (at) what time you close? (conventional indirect request) or May I ask you (at) what time you close? (nonconventional indirect re…
Elementary Classroom Vocabulary Experiences
This study aimed to examine language at the teacher/classroom level among second-grade classrooms that differ in socioeconomic backgrounds. Measures of teachers’ vocabulary input across the school day throughout the school year were examined. There was a significant difference in the proportion of academic word use between classes that differed in the percentage of students on free or reduced-price lunch. Teachers in classes of students from high…
Screening screeners
Assessing Measurement Invariance Across Multiple Groups
Complex research questions often need large samples to obtain accurate estimates of parameters and adequate power. Combining extant data sets into a large, pooled data set is one way this can be accomplished without expending resources. Measurement invariance (MI) modeling is an established approach to ensure participant scores are on the same scale. There are two major problems when combining independent data sets through MI. First, sample sizes…
Open Science in Education Sciences
The Open Science movement has gained considerable traction in the last decade. The Open Science movement tries to increase trust in research results and open the access to all elements of a research project to the public. Central to these goals, Open Science has promoted five critical tenets: Open Data, Open Analysis, Open Materials, Preregistration, and Open Access. All Open Science elements can be thought of as extensions to the traditional way…
Predictors of item accuracy on the Test de Vocabulario en Imagenes Peabody for Spanish-English speaking children in the United States
This study examines the response patterns of 288 Spanish-English dual language learners on a standardized test of receptive Spanish vocabulary. Investigators analyzed responses to 54 items on the Test de Vocabulario en Imagenes (TVIP) [Dunn, L. M., D. E. Lugo, E. R. Padilla, and L. M. Dunn. 1986. Test de Vocabulario en Imganes Peaboy: Adaptacion Hispanoamericana. Circle Pines, MN: AGS] focusing on differential accuracy on items influenced by (a) …
A Simulation Study on the Performance of Different Reliability Estimation Methods
The accuracy of certain internal consistency estimators have been questioned in recent years. The present study tests the accuracy of six reliability estimators (Cronbach’s alpha, omega, omega hierarchical, Revelle’s omega, and greatest lower bound) in 140 simulated conditions of unidimensional continuous data with uncorrelated errors with varying sample sizes, number of items, population reliabilities, and factor loadings. Estimators that have b…
Differential codevelopment of vocabulary knowledge and reading comprehension for students with and without learning disabilities
14,146). Students were tested for their vocabulary breadth and passage comprehension skills in Kindergarten through fourth grade. For typically developing students, there were bidirectional influences between their vocabulary knowledge and reading comprehension skills. There were no cross-lagged influences across constructs for students with an LD. We find evidence for a developmental delay, such that students with an LD had similar levels and ga…
Predicting Arabic word reading
Measures of early social communication and vocabulary production to predict language outcomes at two and three years in late-talking toddlers
How the Science of Reading Informs 21st‐Century Education
The science of reading should be informed by an evolving evidence base built on the scientific method. Decades of basic research and randomized controlled trials of interventions and instructional routines have formed a substantial evidence base to guide best practices in reading instruction, reading intervention, and the early identification of at‐risk readers. The recent resurfacing of questions about what constitutes the science of reading is …
Using n -Level Structural Equation Models for Causal Modeling in Fully Nested, Partially Nested, and Cross-Classified Randomized Controlled Trials
Complex data structures are ubiquitous in psychological research, especially in educational settings. In the context of randomized controlled trials, students are nested in classrooms but may be cross-classified by other units, such as small groups. Furthermore, in many cases only some students may be nested within a unit while other students may not. Such instances of partial nesting requires a more flexible framework for estimating treatment ef…
Examining the Simple View of Reading With Elementary School Children
The simple view of reading (SVR) proposes that performance in reading comprehension is the result of decoding and linguistic comprehension, and that each component is necessary but not sufficient for reading comprehension. In this study, the joint and unique predictive influences of decoding and linguistic comprehension for reading comprehension were examined with a group of 757 children in Grades 3 through 5. Children completed multiple measures…
Exploring the Dimensionality of Morphological Awareness and Its Relations to Vocabulary Knowledge in Adult Basic Education Students
The purpose of this study was to examine the construct of morphological awareness and its relations to vocabulary knowledge in Adult Basic Education (ABE) students. Morphological awareness has emerged as an important predictor of children's and ABE students’ reading comprehension abilities; however, there has been a dearth of research investigating the construct and potential multidimensionality of morphological awareness. First, we examined thre…
Exploring how nature and nurture affect the development of reading
Research on the development of reading skills through the primary school years has pointed to the importance of individual differences in initial ability as well as the growth of those skills. Additionally, it has been theorized that reading skills develop incrementally. The present study examined the genetic and environmental influences on 2 developmental models representing these parallel ideas, generalizing the findings to explore the processe…
Practice-Based Professional Development for Self-Regulated Strategies Development in Writing
In this randomized controlled study, 20 second- and third-grade teachers participated in practice-based professional development in strategies instruction in either story or opinion essay writing, using the Self-Regulated Strategies Development (SRSD) instructional model. These teachers worked in schools collaborating with a local university to implement an evidence-based, three-tiered model of prevention and supports targeting academic, behavior…
Peer Effects in Preschool Classrooms
With an increasing number of young children participating in preschool education, this study determined whether peer effects are present in this earliest sector of schooling. Specifically, this work examined whether peer effects were influential to preschoolers’ growth in language skills over an academic year and whether peer effects manifest differently based on children’s status in reference to their peers. Peer effects were assessed for 338 ch…
Testing the Impact of Child Characteristics × Instruction Interactions on Third Graders' Reading Comprehension by Differentiating Literacy Instruction
There is accumulating correlational evidence that the effect of specific types of reading instruction depends on children's initial language and literacy skills, called child characteristics × instruction (C×I) interactions. There is, however, no experimental evidence beyond first grade. This randomized control study examined whether C×I interactions might present an underlying and predictable mechanism for explaining individual differences in ho…
High trait self-control predicts positive health behaviors and success in weight loss
Surprisingly few studies have explored the intuitive connection between self-control and weight loss. We tracked participants' diet, exercise and weight loss during a 12-week weight loss program. Participants higher in self-control weighed less and reported exercising more than their lower self-control counterparts at baseline. Independent of baseline differences, individuals high in dispositional self-control ate fewer calories overall and fewer…
Predicting individual differences in reading comprehension
Kindergarten Prediction of Reading Skills
There is considerable focus in public policy on screening children for reading difficulties. Sixty years of research have not resolved questions of what constructs assessed in kindergarten best predict subsequent reading outcomes. This study assessed the relative importance of multiple measures obtained in a kindergarten sample for the prediction of reading outcomes at the end of 1st and 2nd grades. Analyses revealed that measures of phonological…
Do different types of school mathematics development depend on different constellations of numerical versus general cognitive abilities
The purpose of this study was to examine the interplay between basic numerical cognition and domain-general abilities (such as working memory) in explaining school mathematics learning. First graders (N = 280; mean age = 5.77 years) were assessed on 2 types of basic numerical cognition, 8 domain-general abilities, procedural calculations, and word problems in fall and then reassessed on procedural calculations and word problems in spring. Develop…
The ISI Classroom Observation System
The Individualizing Student Instruction (ISI) classroom observation and coding system is designed to provide a detailed picture of the classroom environment at the level of the individual student. Using a multidimensional conceptualization of the classroom environment, foundational elements (teacher warmth and responsiveness to students, classroom management) and instructional elements (teacher-child interactions, context, and content) are descri…
How the Science of Reading Informs 21st‐Century Education
The science of reading should be informed by an evolving evidence base built on the scientific method. Decades of basic research and randomized controlled trials of interventions and instructional routines have formed a substantial evidence base to guide best practices in reading instruction, reading intervention, and the early identification of at‐risk readers. The recent resurfacing of questions about what constitutes the science of reading is …
High trait self-control predicts positive health behaviors and success in weight loss
Surprisingly few studies have explored the intuitive connection between self-control and weight loss. We tracked participants' diet, exercise and weight loss during a 12-week weight loss program. Participants higher in self-control weighed less and reported exercising more than their lower self-control counterparts at baseline. Independent of baseline differences, individuals high in dispositional self-control ate fewer calories overall and fewer…
The effects of theoretically different instruction and student characteristics on the skills of struggling readers
This study investigated the effectiveness of combining enhanced classroom instruction and intense supplemental intervention for struggling readers in first grade. Further, it compared two supplemental interventions derived from distinct theoretical orientations, examining them in terms of effects on academic outcomes and whether children's characteristics were differentially related to an instructional intervention. One intervention (Proactive Re…
Testing the Impact of Child Characteristics × Instruction Interactions on Third Graders' Reading Comprehension by Differentiating Literacy Instruction
There is accumulating correlational evidence that the effect of specific types of reading instruction depends on children's initial language and literacy skills, called child characteristics × instruction (C×I) interactions. There is, however, no experimental evidence beyond first grade. This randomized control study examined whether C×I interactions might present an underlying and predictable mechanism for explaining individual differences in ho…
Exploring the Dimensionality of Morphological Awareness and Its Relations to Vocabulary Knowledge in Adult Basic Education Students
The purpose of this study was to examine the construct of morphological awareness and its relations to vocabulary knowledge in Adult Basic Education (ABE) students. Morphological awareness has emerged as an important predictor of children's and ABE students’ reading comprehension abilities; however, there has been a dearth of research investigating the construct and potential multidimensionality of morphological awareness. First, we examined thre…
Practice-Based Professional Development for Self-Regulated Strategies Development in Writing
In this randomized controlled study, 20 second- and third-grade teachers participated in practice-based professional development in strategies instruction in either story or opinion essay writing, using the Self-Regulated Strategies Development (SRSD) instructional model. These teachers worked in schools collaborating with a local university to implement an evidence-based, three-tiered model of prevention and supports targeting academic, behavior…
Exploring how nature and nurture affect the development of reading
Research on the development of reading skills through the primary school years has pointed to the importance of individual differences in initial ability as well as the growth of those skills. Additionally, it has been theorized that reading skills develop incrementally. The present study examined the genetic and environmental influences on 2 developmental models representing these parallel ideas, generalizing the findings to explore the processe…
Misunderstood Statistical Assumptions Undermine Criticism of the National Early Literacy Panel’s Report
Many of the methodological criticisms of the National Early Literacy Panel (NELP) report presented in this special issue of Educational Researcher are not specific to the NELP report but are in fact broad criticisms of much of the quantitative research on early literacy. This rejoinder demonstrates that these criticisms are off target and are based on a misunderstanding of the basic statistical assumptions employed in early literacy research. The…
Measures of early social communication and vocabulary production to predict language outcomes at two and three years in late-talking toddlers
Back to the Future
In this rejoinder to Willis, Smagorinsky, and Douglas (this issue of Educational Researcher), the authors discuss how many of the points raised by Willis and Smagorinsky regarding their original article, which appeared in the March 2009 issue of Educational Researcher, are concerned less with the methods themselves than with different styles of science. The authors of this rejoinder examine their differing styles of science, using Stanovich’s 200…
The role of instruction in learning to read
First and 2nd graders (N = 28?) receiving Title I services received 1 of 3 kinds of classroom reading programs: direct instruction in letter-sound correspondences practiced in decodable text (direct code); less direct instruction in systematic sound-spelling patterns embedded in connected text (embedded code); and implicit instruction in the alphabetic code while reading connected text (implicit code). Children receiving direct code instruction i…
Kindergarten Prediction of Reading Skills
There is considerable focus in public policy on screening children for reading difficulties. Sixty years of research have not resolved questions of what constructs assessed in kindergarten best predict subsequent reading outcomes. This study assessed the relative importance of multiple measures obtained in a kindergarten sample for the prediction of reading outcomes at the end of 1st and 2nd grades. Analyses revealed that measures of phonological…
The effects of theoretically different instruction and student characteristics on the skills of struggling readers
This study investigated the effectiveness of combining enhanced classroom instruction and intense supplemental intervention for struggling readers in first grade. Further, it compared two supplemental interventions derived from distinct theoretical orientations, examining them in terms of effects on academic outcomes and whether children's characteristics were differentially related to an instructional intervention. One intervention (Proactive Re…
Perception of Unmet Basic Needs as a Predictor of Physical Functioning Among Community-Dwelling Older Adults
Interventions focused on providing older adults with resources for meeting basic needs may substantially reduce the subsequent level of disability
Editors’ commentary
Back to the Future
In this rejoinder to Willis, Smagorinsky, and Douglas (this issue of Educational Researcher), the authors discuss how many of the points raised by Willis and Smagorinsky regarding their original article, which appeared in the March 2009 issue of Educational Researcher, are concerned less with the methods themselves than with different styles of science. The authors of this rejoinder examine their differing styles of science, using Stanovich’s 200…
The ISI Classroom Observation System
The Individualizing Student Instruction (ISI) classroom observation and coding system is designed to provide a detailed picture of the classroom environment at the level of the individual student. Using a multidimensional conceptualization of the classroom environment, foundational elements (teacher warmth and responsiveness to students, classroom management) and instructional elements (teacher-child interactions, context, and content) are descri…
Predicting individual differences in reading comprehension
Do different types of school mathematics development depend on different constellations of numerical versus general cognitive abilities
The purpose of this study was to examine the interplay between basic numerical cognition and domain-general abilities (such as working memory) in explaining school mathematics learning. First graders (N = 280; mean age = 5.77 years) were assessed on 2 types of basic numerical cognition, 8 domain-general abilities, procedural calculations, and word problems in fall and then reassessed on procedural calculations and word problems in spring. Develop…
Misunderstood Statistical Assumptions Undermine Criticism of the National Early Literacy Panel’s Report
Many of the methodological criticisms of the National Early Literacy Panel (NELP) report presented in this special issue of Educational Researcher are not specific to the NELP report but are in fact broad criticisms of much of the quantitative research on early literacy. This rejoinder demonstrates that these criticisms are off target and are based on a misunderstanding of the basic statistical assumptions employed in early literacy research. The…
Peer Effects in Preschool Classrooms
With an increasing number of young children participating in preschool education, this study determined whether peer effects are present in this earliest sector of schooling. Specifically, this work examined whether peer effects were influential to preschoolers’ growth in language skills over an academic year and whether peer effects manifest differently based on children’s status in reference to their peers. Peer effects were assessed for 338 ch…
Testing the Impact of Child Characteristics × Instruction Interactions on Third Graders' Reading Comprehension by Differentiating Literacy Instruction
There is accumulating correlational evidence that the effect of specific types of reading instruction depends on children's initial language and literacy skills, called child characteristics × instruction (C×I) interactions. There is, however, no experimental evidence beyond first grade. This randomized control study examined whether C×I interactions might present an underlying and predictable mechanism for explaining individual differences in ho…
High trait self-control predicts positive health behaviors and success in weight loss
Surprisingly few studies have explored the intuitive connection between self-control and weight loss. We tracked participants' diet, exercise and weight loss during a 12-week weight loss program. Participants higher in self-control weighed less and reported exercising more than their lower self-control counterparts at baseline. Independent of baseline differences, individuals high in dispositional self-control ate fewer calories overall and fewer…
Practice-Based Professional Development for Self-Regulated Strategies Development in Writing
In this randomized controlled study, 20 second- and third-grade teachers participated in practice-based professional development in strategies instruction in either story or opinion essay writing, using the Self-Regulated Strategies Development (SRSD) instructional model. These teachers worked in schools collaborating with a local university to implement an evidence-based, three-tiered model of prevention and supports targeting academic, behavior…
Exploring how nature and nurture affect the development of reading
Research on the development of reading skills through the primary school years has pointed to the importance of individual differences in initial ability as well as the growth of those skills. Additionally, it has been theorized that reading skills develop incrementally. The present study examined the genetic and environmental influences on 2 developmental models representing these parallel ideas, generalizing the findings to explore the processe…
Exploring the Dimensionality of Morphological Awareness and Its Relations to Vocabulary Knowledge in Adult Basic Education Students
The purpose of this study was to examine the construct of morphological awareness and its relations to vocabulary knowledge in Adult Basic Education (ABE) students. Morphological awareness has emerged as an important predictor of children's and ABE students’ reading comprehension abilities; however, there has been a dearth of research investigating the construct and potential multidimensionality of morphological awareness. First, we examined thre…
Examining the Simple View of Reading With Elementary School Children
The simple view of reading (SVR) proposes that performance in reading comprehension is the result of decoding and linguistic comprehension, and that each component is necessary but not sufficient for reading comprehension. In this study, the joint and unique predictive influences of decoding and linguistic comprehension for reading comprehension were examined with a group of 757 children in Grades 3 through 5. Children completed multiple measures…
Using n -Level Structural Equation Models for Causal Modeling in Fully Nested, Partially Nested, and Cross-Classified Randomized Controlled Trials
Complex data structures are ubiquitous in psychological research, especially in educational settings. In the context of randomized controlled trials, students are nested in classrooms but may be cross-classified by other units, such as small groups. Furthermore, in many cases only some students may be nested within a unit while other students may not. Such instances of partial nesting requires a more flexible framework for estimating treatment ef…
Differential codevelopment of vocabulary knowledge and reading comprehension for students with and without learning disabilities
14,146). Students were tested for their vocabulary breadth and passage comprehension skills in Kindergarten through fourth grade. For typically developing students, there were bidirectional influences between their vocabulary knowledge and reading comprehension skills. There were no cross-lagged influences across constructs for students with an LD. We find evidence for a developmental delay, such that students with an LD had similar levels and ga…
Predicting Arabic word reading
Measures of early social communication and vocabulary production to predict language outcomes at two and three years in late-talking toddlers
How the Science of Reading Informs 21st‐Century Education
The science of reading should be informed by an evolving evidence base built on the scientific method. Decades of basic research and randomized controlled trials of interventions and instructional routines have formed a substantial evidence base to guide best practices in reading instruction, reading intervention, and the early identification of at‐risk readers. The recent resurfacing of questions about what constitutes the science of reading is …
Open Science in Education Sciences
The Open Science movement has gained considerable traction in the last decade. The Open Science movement tries to increase trust in research results and open the access to all elements of a research project to the public. Central to these goals, Open Science has promoted five critical tenets: Open Data, Open Analysis, Open Materials, Preregistration, and Open Access. All Open Science elements can be thought of as extensions to the traditional way…
Predictors of item accuracy on the Test de Vocabulario en Imagenes Peabody for Spanish-English speaking children in the United States
This study examines the response patterns of 288 Spanish-English dual language learners on a standardized test of receptive Spanish vocabulary. Investigators analyzed responses to 54 items on the Test de Vocabulario en Imagenes (TVIP) [Dunn, L. M., D. E. Lugo, E. R. Padilla, and L. M. Dunn. 1986. Test de Vocabulario en Imganes Peaboy: Adaptacion Hispanoamericana. Circle Pines, MN: AGS] focusing on differential accuracy on items influenced by (a) …
A Simulation Study on the Performance of Different Reliability Estimation Methods
The accuracy of certain internal consistency estimators have been questioned in recent years. The present study tests the accuracy of six reliability estimators (Cronbach’s alpha, omega, omega hierarchical, Revelle’s omega, and greatest lower bound) in 140 simulated conditions of unidimensional continuous data with uncorrelated errors with varying sample sizes, number of items, population reliabilities, and factor loadings. Estimators that have b…
Psychology (27 works) · Reading and Literacy Development (24 works) · Linguistics (15 works) · Mathematics education (15 works) · Computer Science (14 works) · Cognitive and developmental aspects of mathematical skills (13 works) · Developmental psychology (11 works) · Pedagogy (10 works) · Language Development and Disorders (8 works) · Vocabulary (8 works)