Garrett J Roberts
Biographic Data
| ID | 4420457 |
|---|---|
| NAME | Garrett J Roberts |
| GIVEN NAMES | Garrett J |
| FAMILY NAME | Roberts |
| SIGNATURE | ROBERTS G J |
| AFFILIATIONS | University of Denver, CO, USA |
| ORCID | 0000-0003-1128-5577 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
A Family-Based Intervention for Early Elementary Students With Reading and Behavioral Difficulties
We created and tested a family-based intervention with a sample of U.S. families of children in Grades 1 and 2 with reading and behavioral difficulties to investigate its impact on text comprehension. Developed with input from parents, reading experts, and behavior specialists, Family-RISE (Reading Intervention with Supports for Engagement) integrates evidence-based practices for enhancing students’ knowledge of narrative texts with effective beh…
Piloting an approach to family-implemented decoding instruction for kindergarten-aged children
Latent profiles as predictors of response to instruction for students with reading difficulties
57). The results revealed heterogeneity within students with RD - there were two distinct profiles, with one having higher basic language (reading fluency and decoding) and cognitive (verbal domain productivity, cognitive flexibility, working memory) skills and lower attention skills, and the other having stronger attention skills and lower basic language and cognitive skills. The findings also suggested that latent profiles were predictive of re…
Understanding the Dynamics of Dosage Response
Researchers have noted a nonlinear association between reading instruction dosage (i.e., hours of instruction) and reading outcomes for Grade K–3 students with reading difficulties (K–3 SWRD). In this article, we propose a nonlinear meta-analysis as a method to identify both the maximum effect size and optimal dosage of reading interventions for K–3 SWRD using 26 peer-reviewed studies including 186 effect sizes. Results suggested the effect sizes…
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Understanding the Dynamics of Dosage Response
Researchers have noted a nonlinear association between reading instruction dosage (i.e., hours of instruction) and reading outcomes for Grade K–3 students with reading difficulties (K–3 SWRD). In this article, we propose a nonlinear meta-analysis as a method to identify both the maximum effect size and optimal dosage of reading interventions for K–3 SWRD using 26 peer-reviewed studies including 186 effect sizes. Results suggested the effect sizes…
Latent profiles as predictors of response to instruction for students with reading difficulties
57). The results revealed heterogeneity within students with RD - there were two distinct profiles, with one having higher basic language (reading fluency and decoding) and cognitive (verbal domain productivity, cognitive flexibility, working memory) skills and lower attention skills, and the other having stronger attention skills and lower basic language and cognitive skills. The findings also suggested that latent profiles were predictive of re…
A Family-Based Intervention for Early Elementary Students With Reading and Behavioral Difficulties
We created and tested a family-based intervention with a sample of U.S. families of children in Grades 1 and 2 with reading and behavioral difficulties to investigate its impact on text comprehension. Developed with input from parents, reading experts, and behavior specialists, Family-RISE (Reading Intervention with Supports for Engagement) integrates evidence-based practices for enhancing students’ knowledge of narrative texts with effective beh…
Piloting an approach to family-implemented decoding instruction for kindergarten-aged children
Psychology (4 works) · Reading and Literacy Development (4 works) · Cognitive and developmental aspects of mathematical skills (3 works) · Computer Science (3 works) · Linguistics (3 works) · Reading (process) (3 works) · Comprehension (2 works) · Developmental psychology (2 works) · Intervention (counseling) (2 works) · Mathematics education (2 works)