Greg Roberts
Biographic Data
| ID | 3928546 |
|---|---|
| NAME | Greg Roberts |
| GIVEN NAMES | Greg |
| FAMILY NAME | Roberts |
| SIGNATURE | ROBERTS G |
| AFFILIATIONS | The University of Texas at Austin |
| ORCID | 0000-0001-6333-7442 |
| VERIFIED | Yes |
| TOTAL WORKS | 30 |
| TOTAL CITATIONS | 31 |
| AUTHOR COUNT | 30 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
A community-based reading intervention for K-2 at-risk readers: Program evaluation and outcomes
A Pilot Study Examining Elements to Improve Generalized Word Reading Skills for Students With Significant Word Reading Difficulties
Students in grades 2 through 4 with significant word reading difficulties were randomly assigned to one of two 10-week interventions. In the Dual Treatment condition, decoding instruction emphasized regularity in spelling-sound correspondence, sound-by-sound decoding, and separately taught high-frequency words on a whole-word basis. In the Integrated condition, decoding instruction interleaved regularity and variability in spelling-sound correspo…
The Role of Instructional Design in the Delivery of Early Science Instruction
A critical tenet of education research is establishing what works. Another is exploring theorized mechanisms of change to help ascertain why academic programs work, for whom, and under which conditions. In other words, unpacking the black boxes of academic programs. This study explored the quality of teachers’ facilitation of (a) scientific investigations and (b) science discourse during and after the implementation of a systematic, explicit seco…
Do Mathematics and Reading Skills Impact Student Science Outcomes
Establishing validated science programs for students with or at risk for learning disabilities requires testing treatment effects and exploring differential response patterns. This study explored whether students’ initial mathematics and reading skills influenced their treatment response to a whole-class, second-grade science program called Scientific Explorers (Sci2). The original Sci2 study employed a cluster randomized controlled design and in…
Language Predictors of Word-Problem Performance Among Third-Grade Students With Mathematics Difficulty
We examined how generalized and mathematics-specific language skills predicted the word-problem performance of students with mathematics difficulty. Participants were 325 third-grade students in the southwestern United States who performed at or below the 25th percentile on a word-problem measure. We assessed generalized language skills in word reading, passage comprehension, and vocabulary knowledge. In addition, we measured mathematics-specific…
Testing variations in sublexical units to improve word reading for students with word reading disabilities
Investigation of the initial feasibility of extended mathematics read-alouds used by kindergarten teachers
Read-alouds provide teachers with an efficacious method for introducing vocabulary and content to young children. In this study, kindergarten teachers were randomly assigned to implement a mathematics-focused extended read-aloud program called TEMPLE (Teaching Early Math by Providing Language Exploration) with kindergarten children ages 5–6 (19 teachers with 169 children) or to a business-as-usual (BaU) condition (17 teachers and 146 children). W…
An Extensive Reading Intervention for Emergent Bilingual Students With Significant Reading Difficulties in Middle School
This U.S. study evaluated the effects of a reading intervention for emergent bilingual students with significant reading difficulties in Grades 6 and 7 within a multisite randomized controlled trial. Emergent bilinguals were randomized to a researcher-provided intervention ( n = 171) or business-as-usual comparison condition ( n = 169). Results on a measure of word reading indicated significant differences favoring treatment after Year 1; however…
Understanding the relation between reading and anxiety among upper elementary students with reading difficulties
Promoting adolescents’ comprehension of text: A randomized control trial of its effectiveness
Applying an Individual Word-Problem Intervention to a Small-Group Setting: A Pilot Study’s Evidence of Improved Word-Problem Performance for Students Experiencing Mathematics Difficulty
The purpose of this pilot study was to determine whether positive results from a word-problem intervention implemented one-to-one contributed to similar outcomes when implemented in small groups of three to four students. Third-grade students experiencing mathematics difficulty ( N = 76) were randomly assigned to word-problem intervention ( n = 56) or business-as-usual comparison ( n = 20). Intervention occurred for 13 weeks, 3 times per week, 30…
Examining the Effects of Integrating Anxiety Management Instruction Within a Reading Intervention for Upper Elementary Students With Reading Difficulties
We present findings from the first cohort of third- and fourth-grade students with reading difficulties (128 students from 31 classrooms) who participated in a 2-year intervention examining the effects of a reading intervention with and without anxiety management. Using a randomized controlled trial, students were assigned to one of three conditions: (a) small-group reading intervention with anxiety management instruction (RANX), (b) small-group …
Improving oral and written narration and reading comprehension of children at-risk for language and literacy difficulties: Results of a randomized clinical trial
The efficacy of comprehension and vocabulary focused professional development on English learners’ literacy
When Treatment Adherence Matters: Interactions Among Treatment Adherence, Instructional Quality, and Student Characteristics on Reading Outcomes
In this study, we examined the extent to which teachers’ treatment adherence, instructional quality, and the interaction of these variables influenced eighth‐grade students’ content knowledge and reading comprehension. We examined treatment fidelity for students ( n = 775) in classes randomly assigned to receive an evidence‐based content area reading program called Promoting Adolescents’ Comprehension of Text. Results indicate that teachers’ inst…
Efficacy of a Second-Grade Science Program: Increasing Science Outcomes for All Students
This study, which was reviewed through the Registered Report process, examined the initial efficacy of the Scientific Explorers program (Sci2) on second-grade students’ science achievement. Sci2 is grounded in the growing body of empirical research on science instruction, embedding principles of explicit instruction within a guided inquiry-based design framework. Eighteen second-grade classrooms were randomly assigned to treatment or control cond…
Alternative paths to improved word-problem performance: An advantage for embedding prealgebraic reasoning instruction within word-problem intervention
The purpose of this study was to explore the paths by which word-problem intervention, with versus without embedded prealgebraic reasoning instruction, improved word-problem performance. Students with mathematics difficulty (MD; n = 304) were randomly assigned to a business-as-usual condition or 1 of 2 variants of word-problem intervention. The prealgebraic reasoning component targeted relational understanding of the equal sign as well as standar…
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…
Examining factors affecting reading and math growth and achievement gaps in grades 1–5: A cohort-sequential longitudinal approach
Despite focused efforts, achievement gaps remain a problem in the America's education system, especially those between students from higher and lower income families. Continued work on reducing these gaps benefits from an understanding of students' reading and math growth from typical school instruction and how growth differs based on initial proficiency, grade, and demographic characteristics. Data from 5,900 students in Grades 1-5 tested in mat…
Cognitive predictors of difficulties in math and reading in pre-kindergarten children at high risk for learning disabilities
Cognitive skill differences that are apparent early in pre-kindergarten (pre-K) might provide predictive insights into risk for learning difficulties at school entry, particularly around early markers of risk for comorbid difficulties in early math and literacy. Domain-specific abilities (approximate number system or ANS acuity, phonological awareness) and domain-general abilities (working memory, vigilance, executive attention, and nonverbal IQ)…
Preliminary validation of the dropout risk inventory for middle and high school students
A Meta-Analysis of Interventions for Struggling Readers in Grades 4–12: 1980–2011
This meta-analysis synthesizes the literature on interventions for struggling readers in Grades 4 through 12 published between 1980 and 2011. It updates Scammacca et al.’s analysis of studies published between 1980 and 2004. The combined corpus of 82 study-wise effect sizes was meta-analyzed to determine (a) the overall effectiveness of reading interventions studied over the past 30 years, (b) how the magnitude of the effect varies based on stude…
Improving Reading Comprehension and Social Studies Knowledge in Middle School
This study aimed to determine the efficacy of a content acquisition and reading comprehension treatment implemented by eighth‐grade social studies teachers. Using a within‐teacher design, the eighth‐grade teachers’ social studies classes were randomly assigned to treatment or comparison conditions. Teachers ( n = 5) taught the same instructional content to both treatment and comparison classes, but the treatment classes used instructional practic…
Effects of a Response‐Based, Tiered Framework for Intervening With Struggling Readers in Middle School
This study addressed the effects of multiyear, response‐based, tiered intervention for struggling readers in grades 6–8. A sample of 768 sixth‐grade students with reading difficulties was randomized to a response‐based, tiered‐intervention condition or “business as usual,” and initial treatment status was maintained over the three‐year study. To estimate the effect of treatment and to address questions about the acceleration of learning, a multip…
High school dropouts: Interactions between social context, self‐perceptions, school engagement, and student dropout ⋆
Research suggests that contextual, self‐system, and school engagement variables influence dropping out from school. However, it is not clear how different types of contextual and self‐system variables interact to affect students’ engagement or contribute to decisions to dropout from high school. The self‐system model of motivational development represents a promising theory for understanding this complex phenomenon. The self‐system model acknowle…
Improving Reading Comprehension and Social Studies Knowledge in Middle School
This study aimed to determine the efficacy of a content acquisition and reading comprehension treatment implemented by eighth‐grade social studies teachers. Using a within‐teacher design, the eighth‐grade teachers’ social studies classes were randomly assigned to treatment or comparison conditions. Teachers ( n = 5) taught the same instructional content to both treatment and comparison classes, but the treatment classes used instructional practic…
Efficacy of Collaborative Strategic Reading With Middle School Students
The authors conducted an experimental study to examine the effects of collaborative strategic reading and metacognitive strategic learning on the reading comprehension of students in seventh- and eighth-grade English/language arts classes in two sites (Texas, Colorado) and in three school districts. Students were randomly assigned to classes and then classes were randomly assigned to treatment or business-as-usual comparison groups. If a teacher …
Early mathematics achievement trajectories: English-language learner and native English-speaker estimates, using the Early Childhood Longitudinal Survey
This study used data from the Early Childhood Longitudinal Survey, Kindergarten Class of 1998-1999, to (a) estimate mathematics achievement trends through 5th grade in the population of students who are English-language proficient by the end of kindergarten, (b) compare trends across primary language groups within this English-language proficient group, (c) evaluate the effect of low socioeconomic status (SES) for English-language proficient stud…
When Treatment Adherence Matters: Interactions Among Treatment Adherence, Instructional Quality, and Student Characteristics on Reading Outcomes
In this study, we examined the extent to which teachers’ treatment adherence, instructional quality, and the interaction of these variables influenced eighth‐grade students’ content knowledge and reading comprehension. We examined treatment fidelity for students ( n = 775) in classes randomly assigned to receive an evidence‐based content area reading program called Promoting Adolescents’ Comprehension of Text. Results indicate that teachers’ inst…
Effects of a Response‐Based, Tiered Framework for Intervening With Struggling Readers in Middle School
This study addressed the effects of multiyear, response‐based, tiered intervention for struggling readers in grades 6–8. A sample of 768 sixth‐grade students with reading difficulties was randomized to a response‐based, tiered‐intervention condition or “business as usual,” and initial treatment status was maintained over the three‐year study. To estimate the effect of treatment and to address questions about the acceleration of learning, a multip…
Health appraisal models in multiple sclerosis
Health appraisal models in multiple sclerosis
Age Effects and Health Appraisal: A Meta-Analysis
OBJECTIVE: The purpose was to clarify the effects of methodological variables in the research on age differences in self-rated health and specifically the effects of: (a) the item type used to solicit the appraisal, (b) the approach to sampling, and (c) the criteria for assembling the age groups for study. METHODS: Studies differing on these dimensions were compared using meta-analytic techniques. Seventeen usable samples were grouped according t…
Health Psychology
Early mathematics achievement trajectories: English-language learner and native English-speaker estimates, using the Early Childhood Longitudinal Survey
This study used data from the Early Childhood Longitudinal Survey, Kindergarten Class of 1998-1999, to (a) estimate mathematics achievement trends through 5th grade in the population of students who are English-language proficient by the end of kindergarten, (b) compare trends across primary language groups within this English-language proficient group, (c) evaluate the effect of low socioeconomic status (SES) for English-language proficient stud…
Efficacy of Collaborative Strategic Reading With Middle School Students
The authors conducted an experimental study to examine the effects of collaborative strategic reading and metacognitive strategic learning on the reading comprehension of students in seventh- and eighth-grade English/language arts classes in two sites (Texas, Colorado) and in three school districts. Students were randomly assigned to classes and then classes were randomly assigned to treatment or business-as-usual comparison groups. If a teacher …
High school dropouts: Interactions between social context, self‐perceptions, school engagement, and student dropout ⋆
Research suggests that contextual, self‐system, and school engagement variables influence dropping out from school. However, it is not clear how different types of contextual and self‐system variables interact to affect students’ engagement or contribute to decisions to dropout from high school. The self‐system model of motivational development represents a promising theory for understanding this complex phenomenon. The self‐system model acknowle…
Improving Reading Comprehension and Social Studies Knowledge in Middle School
This study aimed to determine the efficacy of a content acquisition and reading comprehension treatment implemented by eighth‐grade social studies teachers. Using a within‐teacher design, the eighth‐grade teachers’ social studies classes were randomly assigned to treatment or comparison conditions. Teachers ( n = 5) taught the same instructional content to both treatment and comparison classes, but the treatment classes used instructional practic…
Effects of a Response‐Based, Tiered Framework for Intervening With Struggling Readers in Middle School
This study addressed the effects of multiyear, response‐based, tiered intervention for struggling readers in grades 6–8. A sample of 768 sixth‐grade students with reading difficulties was randomized to a response‐based, tiered‐intervention condition or “business as usual,” and initial treatment status was maintained over the three‐year study. To estimate the effect of treatment and to address questions about the acceleration of learning, a multip…
A Meta-Analysis of Interventions for Struggling Readers in Grades 4–12: 1980–2011
This meta-analysis synthesizes the literature on interventions for struggling readers in Grades 4 through 12 published between 1980 and 2011. It updates Scammacca et al.’s analysis of studies published between 1980 and 2004. The combined corpus of 82 study-wise effect sizes was meta-analyzed to determine (a) the overall effectiveness of reading interventions studied over the past 30 years, (b) how the magnitude of the effect varies based on stude…
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…
Examining factors affecting reading and math growth and achievement gaps in grades 1–5: A cohort-sequential longitudinal approach
Despite focused efforts, achievement gaps remain a problem in the America's education system, especially those between students from higher and lower income families. Continued work on reducing these gaps benefits from an understanding of students' reading and math growth from typical school instruction and how growth differs based on initial proficiency, grade, and demographic characteristics. Data from 5,900 students in Grades 1-5 tested in mat…
Cognitive predictors of difficulties in math and reading in pre-kindergarten children at high risk for learning disabilities
Cognitive skill differences that are apparent early in pre-kindergarten (pre-K) might provide predictive insights into risk for learning difficulties at school entry, particularly around early markers of risk for comorbid difficulties in early math and literacy. Domain-specific abilities (approximate number system or ANS acuity, phonological awareness) and domain-general abilities (working memory, vigilance, executive attention, and nonverbal IQ)…
Preliminary validation of the dropout risk inventory for middle and high school students
Efficacy of a Second-Grade Science Program: Increasing Science Outcomes for All Students
This study, which was reviewed through the Registered Report process, examined the initial efficacy of the Scientific Explorers program (Sci2) on second-grade students’ science achievement. Sci2 is grounded in the growing body of empirical research on science instruction, embedding principles of explicit instruction within a guided inquiry-based design framework. Eighteen second-grade classrooms were randomly assigned to treatment or control cond…
Alternative paths to improved word-problem performance: An advantage for embedding prealgebraic reasoning instruction within word-problem intervention
The purpose of this study was to explore the paths by which word-problem intervention, with versus without embedded prealgebraic reasoning instruction, improved word-problem performance. Students with mathematics difficulty (MD; n = 304) were randomly assigned to a business-as-usual condition or 1 of 2 variants of word-problem intervention. The prealgebraic reasoning component targeted relational understanding of the equal sign as well as standar…
Applying an Individual Word-Problem Intervention to a Small-Group Setting: A Pilot Study’s Evidence of Improved Word-Problem Performance for Students Experiencing Mathematics Difficulty
The purpose of this pilot study was to determine whether positive results from a word-problem intervention implemented one-to-one contributed to similar outcomes when implemented in small groups of three to four students. Third-grade students experiencing mathematics difficulty ( N = 76) were randomly assigned to word-problem intervention ( n = 56) or business-as-usual comparison ( n = 20). Intervention occurred for 13 weeks, 3 times per week, 30…
Examining the Effects of Integrating Anxiety Management Instruction Within a Reading Intervention for Upper Elementary Students With Reading Difficulties
We present findings from the first cohort of third- and fourth-grade students with reading difficulties (128 students from 31 classrooms) who participated in a 2-year intervention examining the effects of a reading intervention with and without anxiety management. Using a randomized controlled trial, students were assigned to one of three conditions: (a) small-group reading intervention with anxiety management instruction (RANX), (b) small-group …
Improving oral and written narration and reading comprehension of children at-risk for language and literacy difficulties: Results of a randomized clinical trial
The efficacy of comprehension and vocabulary focused professional development on English learners’ literacy
When Treatment Adherence Matters: Interactions Among Treatment Adherence, Instructional Quality, and Student Characteristics on Reading Outcomes
In this study, we examined the extent to which teachers’ treatment adherence, instructional quality, and the interaction of these variables influenced eighth‐grade students’ content knowledge and reading comprehension. We examined treatment fidelity for students ( n = 775) in classes randomly assigned to receive an evidence‐based content area reading program called Promoting Adolescents’ Comprehension of Text. Results indicate that teachers’ inst…
Promoting adolescents’ comprehension of text: A randomized control trial of its effectiveness
Investigation of the initial feasibility of extended mathematics read-alouds used by kindergarten teachers
Read-alouds provide teachers with an efficacious method for introducing vocabulary and content to young children. In this study, kindergarten teachers were randomly assigned to implement a mathematics-focused extended read-aloud program called TEMPLE (Teaching Early Math by Providing Language Exploration) with kindergarten children ages 5–6 (19 teachers with 169 children) or to a business-as-usual (BaU) condition (17 teachers and 146 children). W…
An Extensive Reading Intervention for Emergent Bilingual Students With Significant Reading Difficulties in Middle School
This U.S. study evaluated the effects of a reading intervention for emergent bilingual students with significant reading difficulties in Grades 6 and 7 within a multisite randomized controlled trial. Emergent bilinguals were randomized to a researcher-provided intervention ( n = 171) or business-as-usual comparison condition ( n = 169). Results on a measure of word reading indicated significant differences favoring treatment after Year 1; however…
Understanding the relation between reading and anxiety among upper elementary students with reading difficulties
The Role of Instructional Design in the Delivery of Early Science Instruction
A critical tenet of education research is establishing what works. Another is exploring theorized mechanisms of change to help ascertain why academic programs work, for whom, and under which conditions. In other words, unpacking the black boxes of academic programs. This study explored the quality of teachers’ facilitation of (a) scientific investigations and (b) science discourse during and after the implementation of a systematic, explicit seco…
Psychology (27 works) · Mathematics education (19 works) · Reading and Literacy Development (18 works) · Developmental psychology (15 works) · Linguistics (15 works) · Reading (process) (13 works) · Cognitive and developmental aspects of mathematical skills (12 works) · Reading comprehension (10 works) · Comprehension (9 works) · Computer Science (8 works)