Scott P Ardoin
Biographic Data
| ID | 4619898 |
|---|---|
| NAME | Scott P Ardoin |
| GIVEN NAMES | Scott P |
| FAMILY NAME | Ardoin |
| SIGNATURE | ARDOIN S P |
| AFFILIATIONS | University of Georgia |
| ORCID | 0000-0003-2176-4221 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Differences in question reading and responding behaviour across reading achievement skills
Background Reading comprehension (RC) tests are meant to assess students' ability to read and process information within passages but also require students to read and understand the questions. Just as students of different reading achievement use varying compensatory skills to develop comprehension of a passage, we suspected skill level might also be related to different behaviours as they read questions and response options. Methods We analysed…
Teaching foundational skills using strategic incremental rehearsal
Strategic incremental rehearsal (SIR) is an efficacious flashcard intervention shown to improve foundational skill acquisition. However, there is limited research examining the feasibility and effectiveness of SIR when used by school‐based implementers. We present two studies to address this limitation. Study 1 examined the effects of SIR implemented by teachers on the acquisition of grapheme‐phoneme correspondences with three at‐risk kindergarte…
The effects of question previewing on response accuracy and text processing
Increasing Independence in Meals Using Say-Do Correspondence Training
The science of school psychologists
Third graders' strategy use and accuracy on an expository text
Background Of the myriad of reading comprehension (RC) assessments used in schools, multiple‐choice (MC) questions continue to be one of the most prevalent formats used by educators and researchers. Outcomes from RC assessments dictate many critical factors encountered during a student's academic career, and it is crucial that we gain a deeper understanding of the nuances of these assessments and the types of skills needed for their successful co…
Measuring the Behavior of Reading Comprehension Test Takers
The authors sought to further the understanding of reading processes and their links to comprehension using two reading tasks for elementary‐grade students. One hundred sixty‐six students in grades 2–5 were randomly assigned to one of two conditions: reading with questions presented concurrently with text or reading with questions presented after reading the text (with the text unavailable when answering questions). Eye movement data suggested di…
Reliability and Validity of Eye Movement Measures of Children's Reading
Although strong claims have been made regarding the educational utility of eye tracking, such statements seem somewhat unfounded in the absence of clear evidence regarding the technical adequacy of eye movement ( EM ) data. Past studies have yielded direct and indirect evidence concerning the utility of EM s as measures of reading, but recent research explicitly investigating their reliability and validity has been lacking. The current study upda…
Using Eye Tracking to Observe Differential Effects of Repeated Readings for Second-Grade Students as a Function of Achievement Level
enThis link goes to a English sectionzhThis link goes to a Chinese sectionesThis link goes to a Spanish sectionarThis link goes to a Arabic sectionruThis link goes to a Russian sectionfrThis link goes to a French section
Reliability and Validity of Eye Movement Measures of Children's Reading
Although strong claims have been made regarding the educational utility of eye tracking, such statements seem somewhat unfounded in the absence of clear evidence regarding the technical adequacy of eye movement ( EM ) data. Past studies have yielded direct and indirect evidence concerning the utility of EM s as measures of reading, but recent research explicitly investigating their reliability and validity has been lacking. The current study upda…
Using Eye Tracking to Observe Differential Effects of Repeated Readings for Second-Grade Students as a Function of Achievement Level
enThis link goes to a English sectionzhThis link goes to a Chinese sectionesThis link goes to a Spanish sectionarThis link goes to a Arabic sectionruThis link goes to a Russian sectionfrThis link goes to a French section
Using Eye Tracking to Observe Differential Effects of Repeated Readings for Second-Grade Students as a Function of Achievement Level
enThis link goes to a English sectionzhThis link goes to a Chinese sectionesThis link goes to a Spanish sectionarThis link goes to a Arabic sectionruThis link goes to a Russian sectionfrThis link goes to a French section
Reliability and Validity of Eye Movement Measures of Children's Reading
Although strong claims have been made regarding the educational utility of eye tracking, such statements seem somewhat unfounded in the absence of clear evidence regarding the technical adequacy of eye movement ( EM ) data. Past studies have yielded direct and indirect evidence concerning the utility of EM s as measures of reading, but recent research explicitly investigating their reliability and validity has been lacking. The current study upda…
Measuring the Behavior of Reading Comprehension Test Takers
The authors sought to further the understanding of reading processes and their links to comprehension using two reading tasks for elementary‐grade students. One hundred sixty‐six students in grades 2–5 were randomly assigned to one of two conditions: reading with questions presented concurrently with text or reading with questions presented after reading the text (with the text unavailable when answering questions). Eye movement data suggested di…
Third graders' strategy use and accuracy on an expository text
Background Of the myriad of reading comprehension (RC) assessments used in schools, multiple‐choice (MC) questions continue to be one of the most prevalent formats used by educators and researchers. Outcomes from RC assessments dictate many critical factors encountered during a student's academic career, and it is crucial that we gain a deeper understanding of the nuances of these assessments and the types of skills needed for their successful co…
The science of school psychologists
Teaching foundational skills using strategic incremental rehearsal
Strategic incremental rehearsal (SIR) is an efficacious flashcard intervention shown to improve foundational skill acquisition. However, there is limited research examining the feasibility and effectiveness of SIR when used by school‐based implementers. We present two studies to address this limitation. Study 1 examined the effects of SIR implemented by teachers on the acquisition of grapheme‐phoneme correspondences with three at‐risk kindergarte…
The effects of question previewing on response accuracy and text processing
Increasing Independence in Meals Using Say-Do Correspondence Training
Differences in question reading and responding behaviour across reading achievement skills
Background Reading comprehension (RC) tests are meant to assess students' ability to read and process information within passages but also require students to read and understand the questions. Just as students of different reading achievement use varying compensatory skills to develop comprehension of a passage, we suspected skill level might also be related to different behaviours as they read questions and response options. Methods We analysed…
Psychology (8 works) · Cognitive psychology (6 works) · Reading and Literacy Development (6 works) · Eye movement (4 works) · Linguistics (4 works) · Mathematics education (4 works) · Reading (process) (4 works) · Reading comprehension (4 works) · Behavioral and Psychological Studies (3 works) · Comprehension (3 works)