Dan Reynolds
Biographic Data
| ID | 4634927 |
|---|---|
| NAME | Dan Reynolds |
| GIVEN NAMES | Dan |
| FAMILY NAME | Reynolds |
| SIGNATURE | REYNOLDS D |
| AFFILIATIONS | John Carroll University |
| ORCID | 0000-0002-8403-2856 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
High school foundational skills intervention in context
While adolescent foundational skills interventions can be critical levers for reading improvement, district leaders, teachers, and researchers must make complex decisions about how to evaluate their effectiveness in context. In this discussion article, we explore three issues and tensions we experienced during a 2‐year research–practice partnership overhauling Tier II high school reading intervention practices in a district serving largely Africa…
Fair or Foul? Interrogating the Role of Baseball Knowledge in Studies of Knowledge and Comprehension
Although links between knowledge and reading comprehension have been widely documented for decades, recent translational science publications (e.g., teacher journals, books, and podcasts) have increasingly referred to studies using baseball (a sport popular in the USA) as a proxy for knowledge to explain those links, especially within science of reading conversations. We conducted a systematic review of studies using baseball as a proxy for knowl…
Scaffolding the academic language of complex text
Background Late secondary‐level students (those in their final 2 years of secondary school) preparing for the demands of university and careers increasingly face texts written in academic language. Unfortunately, few intervention studies show how instruction can improve their reading achievement. Methods The 152 student participants (16–17 years old, U.S. Grade 11) were randomly assigned either to small groups receiving scaffolded instruction whi…
Explorations of classroom talk and links to reading achievement in upper elementary classrooms
The current study reports on a large-scale quantitative analysis of classroom talk practices and links to different measures of reading achievement within upper elementary classrooms. Data involving 745 fourth- and fifth-grade teachers and 18,844 students from the Measures of Effective Teaching (MET) study were used. Talk was quantified via various talk-related indicators from 2 observation protocols and a student survey. Dimensionality analyses …
Updating Practice Recommendations
The demand for evidence to support instructional practices in education is surging. Consequently, many adolescent literacy researchers and educators take guidance from the Institute of Education Sciences (IES) Practice Guide for Adolescent Literacy (Kamil et al., 2008). The document, however, is now 12 years old, and adolescent literacy research and practice has shifted substantially. First, I document the limitations of the IES Guide’s pre‐2008 …
Of Research Reviews and Practice Guides
The demand for evidence‐based instructional practices has driven a large supply of research on adolescent literacy. Documenting this supply, Baye, Inns, Lake, and Slavin’s 2019 article in Reading Research Quarterly synthesized far more studies, with far more rigorous methodology, than had ever been collected before. What does this mean for practice? Inspired by this article, I investigated how this synthesis compared with the 2008 U.S. Institute …
Digital Versus Paper Reading Processes and Links to Comprehension for Middle School Students
This study explores digital and paper reading processes and outcomes for 371 fifth to eighth graders completing a reading task similar to standardized testing. Results showed students highlighted and annotated more when reading the paper versus digital text. Also, reading on paper versus digitally was slightly supportive of reading comprehension for the longer section of text. For behaviors, digital highlighting and looking back at the paper text…
Toward Contingency in Scaffolding Reading Comprehension
Although much research exists on scaffolding in reading instruction, confusion about the construct persists. In this commentary inspired by a recent article in Reading Research Quarterly , we argue for the importance of contingency—that is, responsiveness to student thinking—in reading comprehension scaffolding. We begin by defining two sometimes nebulous constructs: scaffolding and comprehension. We then argue that the dynamic, contextual, and a…
New assessment process in an introductory undergraduate physics laboratory
A new team learning assessment process was designed and tested in a first-year university physics laboratory class. The assessment process was designed to provide a strong incentive for students to cooperate and feel responsible for each other’s learning and fostering a sense of collaboration rather than competition. Specifically, the new assessment process involves randomly dividing students into teams of four to work on a physics experiment and…
Toward Contingency in Scaffolding Reading Comprehension
Although much research exists on scaffolding in reading instruction, confusion about the construct persists. In this commentary inspired by a recent article in Reading Research Quarterly , we argue for the importance of contingency—that is, responsiveness to student thinking—in reading comprehension scaffolding. We begin by defining two sometimes nebulous constructs: scaffolding and comprehension. We then argue that the dynamic, contextual, and a…
Digital Versus Paper Reading Processes and Links to Comprehension for Middle School Students
This study explores digital and paper reading processes and outcomes for 371 fifth to eighth graders completing a reading task similar to standardized testing. Results showed students highlighted and annotated more when reading the paper versus digital text. Also, reading on paper versus digitally was slightly supportive of reading comprehension for the longer section of text. For behaviors, digital highlighting and looking back at the paper text…
New assessment process in an introductory undergraduate physics laboratory
A new team learning assessment process was designed and tested in a first-year university physics laboratory class. The assessment process was designed to provide a strong incentive for students to cooperate and feel responsible for each other’s learning and fostering a sense of collaboration rather than competition. Specifically, the new assessment process involves randomly dividing students into teams of four to work on a physics experiment and…
Toward Contingency in Scaffolding Reading Comprehension
Although much research exists on scaffolding in reading instruction, confusion about the construct persists. In this commentary inspired by a recent article in Reading Research Quarterly , we argue for the importance of contingency—that is, responsiveness to student thinking—in reading comprehension scaffolding. We begin by defining two sometimes nebulous constructs: scaffolding and comprehension. We then argue that the dynamic, contextual, and a…
Digital Versus Paper Reading Processes and Links to Comprehension for Middle School Students
This study explores digital and paper reading processes and outcomes for 371 fifth to eighth graders completing a reading task similar to standardized testing. Results showed students highlighted and annotated more when reading the paper versus digital text. Also, reading on paper versus digitally was slightly supportive of reading comprehension for the longer section of text. For behaviors, digital highlighting and looking back at the paper text…
Scaffolding the academic language of complex text
Background Late secondary‐level students (those in their final 2 years of secondary school) preparing for the demands of university and careers increasingly face texts written in academic language. Unfortunately, few intervention studies show how instruction can improve their reading achievement. Methods The 152 student participants (16–17 years old, U.S. Grade 11) were randomly assigned either to small groups receiving scaffolded instruction whi…
Explorations of classroom talk and links to reading achievement in upper elementary classrooms
The current study reports on a large-scale quantitative analysis of classroom talk practices and links to different measures of reading achievement within upper elementary classrooms. Data involving 745 fourth- and fifth-grade teachers and 18,844 students from the Measures of Effective Teaching (MET) study were used. Talk was quantified via various talk-related indicators from 2 observation protocols and a student survey. Dimensionality analyses …
Updating Practice Recommendations
The demand for evidence to support instructional practices in education is surging. Consequently, many adolescent literacy researchers and educators take guidance from the Institute of Education Sciences (IES) Practice Guide for Adolescent Literacy (Kamil et al., 2008). The document, however, is now 12 years old, and adolescent literacy research and practice has shifted substantially. First, I document the limitations of the IES Guide’s pre‐2008 …
Of Research Reviews and Practice Guides
The demand for evidence‐based instructional practices has driven a large supply of research on adolescent literacy. Documenting this supply, Baye, Inns, Lake, and Slavin’s 2019 article in Reading Research Quarterly synthesized far more studies, with far more rigorous methodology, than had ever been collected before. What does this mean for practice? Inspired by this article, I investigated how this synthesis compared with the 2008 U.S. Institute …
High school foundational skills intervention in context
While adolescent foundational skills interventions can be critical levers for reading improvement, district leaders, teachers, and researchers must make complex decisions about how to evaluate their effectiveness in context. In this discussion article, we explore three issues and tensions we experienced during a 2‐year research–practice partnership overhauling Tier II high school reading intervention practices in a district serving largely Africa…
Fair or Foul? Interrogating the Role of Baseball Knowledge in Studies of Knowledge and Comprehension
Although links between knowledge and reading comprehension have been widely documented for decades, recent translational science publications (e.g., teacher journals, books, and podcasts) have increasingly referred to studies using baseball (a sport popular in the USA) as a proxy for knowledge to explain those links, especially within science of reading conversations. We conducted a systematic review of studies using baseball as a proxy for knowl…
Psychology (9 works) · Mathematics education (8 works) · Linguistics (5 works) · Pedagogy (5 works) · Reading (process) (5 works) · Reading and Literacy Development (5 works) · Medical education (4 works) · Medicine (4 works) · Reading comprehension (4 works) · Comprehension (3 works)