Robin S Codding

Biographic Data

ID4102300
NAMERobin S Codding
GIVEN NAMESRobin S
FAMILY NAMECodding
SIGNATURECODDING R S
AFFILIATIONSNortheastern University
ORCID0000-0001-6717-0790
VERIFIEDYes
TOTAL WORKS16
TOTAL CITATIONS1
AUTHOR COUNT16
EDITOR COUNT0
FIRST PUBLICATION YEAR2013
LATEST PUBLICATION YEAR2026
H-INDEX1

  • Video Peer Modeling in K‐12 Settings: A Research Synthesis

    Open AccessTianle Kuenzli, Robin S Codding et al.ARTICLEPsychology in the Schools2026

    Many barriers to effective evidence‐based intervention implementation exist in K–12 settings, especially the lack of time and resources, highlighting the need for effective and feasible interventions. Despite its promising effectiveness and feasibility advantages, video peer modeling to date has not been systematically reviewed to provide evidence‐based guidance for school practitioners and researchers. The present study fills this gap by reviewi…

  • The impact of distributed practice schedules within a classwide computation intervention: A randomized control trial

    Open AccessEmily R DeFouw, David A Klingbeil et al.ARTICLEJournal of School Psychology2026

  • Effects of the Accelerating Mathematics Performance With Practice Strategies (AMPPS) Intervention Program When Delivered During Summer in a One‐On‐One Virtual Format

    Open AccessNatasha K Newson, John C Begeny et al.ARTICLEPsychology in the Schools2025

    Despite extensive research suggesting the importance of students developing strong foundational math skills during early grades, more than 60% of 4th graders in the United States lack proficiency in mathematics. Such data are influenced by several factors, including summer learning loss in math, negative impacts from the COVID‐19 pandemic, and a need for more research on intervention programs for elementary‐aged students experiencing difficulties…

  • The Effects of Representational Instruction and The Great Race on Preschoolers’ Early Numeracy Skills

    Open AccessNicole M McKevett, Robin S Codding et al.ARTICLERemedial and Special Education2024

    Preschool students’ mastery of early numeracy skills is important, so they enter kindergarten with the necessary prerequisite skills, which are predictive of achievement in later elementary grades. The purpose of this study was to examine the effects of a concrete-representational-abstract (CRA) instructional package on the foundational early numeracy skills of three preschool students. A multiple baseline across participants design was employed.…

  • Using Data to Intensify Math Instruction: An Evaluation of the Instructional Hierarchy

    Open AccessRobin S Codding, Amanda Vanderheyden et al.ARTICLERemedial and Special Education2024

    This study extends prior research by manipulating both intervention and skill difficulty using a multiple baseline across participants design with changing phases in a virtual tutoring environment. Participants were four U.S. students from third and fifth grades for whom appropriate and challenging instructional targets were selected following diagnostic assessment using curriculum-based measurement. Instructional strategies were selected to alig…

  • The impact of intervention modality on students' multiplication fact fluency

    Open AccessKourtney R Kromminga, Robin S CoddingARTICLEPsychology in the Schools2024

    While an abundance of evidence‐based mathematics interventions are available to support students’ mathematics fluency, research suggests that they are not often implemented within schools. Moreover, national data suggests that most students in the United States are not meeting grade level expectations in mathematics. This underperformance coupled with limited implementation of evidence‐based practices emphasizes the need to provide schools with e…

  • Math anxiety in elementary students: Examining the role of timing and task complexity

    Open AccessKathrin E Maki, Anne F Zaslofsky et al.ARTICLEJournal of School Psychology2024

  • The Online Intergenerational Tutoring Program: Older Adults Using Technology to Improve Children’s Early Literacy Skills

    Open AccessJessica A Hoffman, James Hermelbracht et al.ARTICLEJournal of Intergenerational…2024References: 21

    Intergenerational tutoring programs can leverage technology to address the instructional needs of students. This study describes a novel online intergenerational tutoring program designed to target kindergarten students' literacy skills. Older adult volunteers delivered evidence-based instructional strategies via Zoom. The study used a two-group, quasi-experimental design with students assigned to an intervention (n = 23) or waitlist control (n =…

  • I Don’t Know Who Gets More Out of It, the Children or Us Tutors: The Online Intergenerational Tutoring Program

    Jessica A Hoffman, James Hermelbracht et al.ARTICLEJournal of Intergenerational…2024Cited by: 1References: 7

    The Online Intergenerational Tutoring Program addresses a service delivery gap in schools because older adult volunteers expand schools’ capacity to implement evidence-based instruction with students in need of individual support. Tutoring includes dialogic reading with digital books and Tutoring Buddy, a web-based program used to improve children’s letter sound fluency. Developed during the school closures resulting from COVID-19, the program us…

  • Reliability of Computer-Based CBMs Versus Paper/Pencil Administration for Fact and Complex Operations in Mathematics

    Open AccessAmanda M Vanderheyden, Robin S Codding et al.ARTICLERemedial and Special Education2023

    Computer-based curriculum-based measurement (CBM) is a relatively common practice, but surprisingly few studies have examined the reliability of computer-based CBM. This study sought to examine the reliability of CBM administered via paper/pencil versus the computer. Twenty-one of 25 students in two third-grade classes ( N = 21) participated in two generalizability studies. The primary facet of interest, format of assessment, was examined for two…

  • Meta-analysis of skill-based and therapeutic interventions to address math anxiety

    Open AccessRobin S Codding, Abigail E Goodridge et al.ARTICLEJournal of School Psychology2023

  • Examining the impact of a tutoring program implemented with community support on math proficiency and growth

    Open AccessRobin S Codding, Peter M Nelson et al.ARTICLEJournal of School Psychology2022

  • Oral reading fluency as a screening tool with English learners: A systematic review

    Open AccessKirsten W Newell, Robin S Codding et al.ARTICLEPsychology in the Schools2020

    Students learning to read in more than one language are a growing population in schools. Early screening and identification of reading difficulties may lead to better outcomes for all students. Oral reading fluency (ORF) is one tool shown to be both a reliable measure of reading and an accurate method to identify students at risk for poor reading outcomes. This study synthesized available validity evidence for ORF with biliterates. All included s…

  • An analysis of motivation strategies used within the small‐group Accelerating Mathematics Performance through Practice Strategies (AMPPS‐SG) program

    Open AccessJohn C Begeny, Robin S Codding et al.ARTICLEPsychology in the Schools2020

    More than half of students in the USA perform below a proficient level in math. Although evidence suggests that intervention in elementary school is critical to supporting struggling learners, and there are several research‐supported instructional practices to support students with math difficulties, the existing research is limited with regard to the impact of motivational strategies designed to improve students’ math skills. This study examined…

  • Enhancing School Counselor Research and Practice in Data-Based Assessment Through Single-Case Research Design

    Amy L Cook, Robin S Codding et al.ARTICLECounseling Outcome Research and…2017

    School counselors are increasingly called upon to implement evidence-based practice interventions and demonstrate their outcomes. Pre-/posttest designs are helpful in assessing intervention efficacy but do not provide progress monitoring as interventions unfold. This article describes ways to enhance school counselor skills in data-based assessment using single-case research design (SCRD), an underutilized design by school counselors that has dem…

  • Implementation science and school psychology.

    Susan G Forman, Edward S Shapiro et al.ARTICLESchool Psychology Quarterly2013

    The APA Division 16 Working Group on Translating Science to Practice contends that implementation science is essential to the process of translating evidence-based interventions (EBIs) into the unique context of the schools, and that increasing attention to implementation will lead to the improvement of school psychological services and school learning environments. Key elements of implementation and implementation science are described. Four cri…