Paulina A Kulesz
Biographic Data
| ID | 5742529 |
|---|---|
| NAME | Paulina A Kulesz |
| GIVEN NAMES | Paulina A |
| FAMILY NAME | Kulesz |
| SIGNATURE | KULESZ P A |
| AFFILIATIONS | University of Houston |
| ORCID | 0000-0002-6372-794X |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 8 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Life Stories Matter
INTRODUCTION: Recent advances in psychiatric nosology replace categorical personality disorder diagnoses with dimensional frameworks characterized by level of personality functioning (LPF) and maladaptive traits. Increased emphasis on the assessment of self-functioning with LPF has led scholars to advocate for the inclusion of narrative identity into these models. The current study aimed to examine the utility of narrative identity for the assess…
Waiving English Learner Services
Under federal law, the families of students classified as English learners (ELs) have the right to waive EL services. When students waive services, they typically are no longer enrolled in a stand-alone class period for learning English. Drawing on statewide, longitudinal, student-level data from Michigan, Oregon, and Texas, we found substantial variation in the prevalence of students who waived EL services across states but substantial similarit…
Language of administration and academic test performance in Ghanaian 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…
The unspecified residual category of the DSM-5
Response to intervention for high school students
The purpose of this post hoc analysis was to analyze if pre-intervention word reading skills contributed to intervention response on reading comprehension outcomes. High school students with reading difficulties were randomized to a business as usual (BaU) or treatment condition that provided 2 years of an intensive, multicomponent word reading and reading comprehension intervention. Participants were assessed on measures of word reading and read…
Reading Comprehension and Academic Vocabulary
General academic words are those which are typically learned through exposure to school texts and occur across disciplines. We examined academic vocabulary assessment data from a group of English‐speaking middle school students ( N = 1,747). We tested how word frequency, complexity, proximity, polysemy, and diversity related to students’ knowledge of target words across ability levels. Our results affirm the strong relation between vocabulary and…
Bilingual Phonological Awareness
This study investigated the dimensionality of bilingual phonological awareness (PA) in English and Spanish by replicating a kindergarten model in Grade 1, and presents alternatives to modeling clustered data. English and Spanish tasks were analyzed from previously collected samples totaling 1,586 first grade Spanish-speaking English learners. Four distinct approaches to confirmatory factor analysis (CFA) models were examined: (a) uncentered stude…
Text-Processing Differences in Adolescent Adequate and Poor Comprehenders Reading Accessible and Challenging Narrative and Informational Text
Based on the analysis of 620 think-aloud verbal protocols from students in grades 7, 9, and 11, we examined students' conscious engagement in inference generation, paraphrasing, verbatim text repetition, and monitoring while reading narrative or informational texts that were either at or above the students' current reading levels. Students were randomly assigned to read informational or narrative text, and each student read two texts in their ass…
Text-Processing Differences in Adolescent Adequate and Poor Comprehenders Reading Accessible and Challenging Narrative and Informational Text
Based on the analysis of 620 think-aloud verbal protocols from students in grades 7, 9, and 11, we examined students' conscious engagement in inference generation, paraphrasing, verbatim text repetition, and monitoring while reading narrative or informational texts that were either at or above the students' current reading levels. Students were randomly assigned to read informational or narrative text, and each student read two texts in their ass…
Reading Comprehension and Academic Vocabulary
General academic words are those which are typically learned through exposure to school texts and occur across disciplines. We examined academic vocabulary assessment data from a group of English‐speaking middle school students ( N = 1,747). We tested how word frequency, complexity, proximity, polysemy, and diversity related to students’ knowledge of target words across ability levels. Our results affirm the strong relation between vocabulary and…
Text-Processing Differences in Adolescent Adequate and Poor Comprehenders Reading Accessible and Challenging Narrative and Informational Text
Based on the analysis of 620 think-aloud verbal protocols from students in grades 7, 9, and 11, we examined students' conscious engagement in inference generation, paraphrasing, verbatim text repetition, and monitoring while reading narrative or informational texts that were either at or above the students' current reading levels. Students were randomly assigned to read informational or narrative text, and each student read two texts in their ass…
Bilingual Phonological Awareness
This study investigated the dimensionality of bilingual phonological awareness (PA) in English and Spanish by replicating a kindergarten model in Grade 1, and presents alternatives to modeling clustered data. English and Spanish tasks were analyzed from previously collected samples totaling 1,586 first grade Spanish-speaking English learners. Four distinct approaches to confirmatory factor analysis (CFA) models were examined: (a) uncentered stude…
Response to intervention for high school students
The purpose of this post hoc analysis was to analyze if pre-intervention word reading skills contributed to intervention response on reading comprehension outcomes. High school students with reading difficulties were randomized to a business as usual (BaU) or treatment condition that provided 2 years of an intensive, multicomponent word reading and reading comprehension intervention. Participants were assessed on measures of word reading and read…
Reading Comprehension and Academic Vocabulary
General academic words are those which are typically learned through exposure to school texts and occur across disciplines. We examined academic vocabulary assessment data from a group of English‐speaking middle school students ( N = 1,747). We tested how word frequency, complexity, proximity, polysemy, and diversity related to students’ knowledge of target words across ability levels. Our results affirm the strong relation between vocabulary and…
The unspecified residual category of the DSM-5
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…
Language of administration and academic test performance in Ghanaian children
Life Stories Matter
INTRODUCTION: Recent advances in psychiatric nosology replace categorical personality disorder diagnoses with dimensional frameworks characterized by level of personality functioning (LPF) and maladaptive traits. Increased emphasis on the assessment of self-functioning with LPF has led scholars to advocate for the inclusion of narrative identity into these models. The current study aimed to examine the utility of narrative identity for the assess…
Waiving English Learner Services
Under federal law, the families of students classified as English learners (ELs) have the right to waive EL services. When students waive services, they typically are no longer enrolled in a stand-alone class period for learning English. Drawing on statewide, longitudinal, student-level data from Michigan, Oregon, and Texas, we found substantial variation in the prevalence of students who waived EL services across states but substantial similarit…
Psychology (7 works) · Reading and Literacy Development (6 works) · Computer Science (4 works) · Linguistics (4 works) · Mathematics education (4 works) · Reading comprehension (4 works) · Cognitive and developmental aspects of mathematical skills (3 works) · Comprehension (3 works) · Developmental psychology (3 works) · Reading (process) (3 works)