Denis G Dumas

Biographic Data

ID5742594
NAMEDenis G Dumas
GIVEN NAMESDenis G
FAMILY NAMEDumas
SIGNATUREDUMAS D G
AFFILIATIONSUniversity of Denver
VERIFIEDNo
TOTAL WORKS4
TOTAL CITATIONS3
WORKS AS AUTHOR4
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2017
LATEST PUBLICATION YEAR2022
H-INDEX1

  • Understanding the Dynamics of Dosage Response

    Open AccessGarrett J Roberts, Dominique Dumas et al.ARTICLEReview of Educational Research2022

    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…

  • Estimating New Quantities from Longitudinal Test Scores to Improve Forecasts of Future Performance

    Daniel McNeish, Dominique Dumas et al.ARTICLEMultivariate Behavioral Research2020

    Psychometric models for longitudinal test scores typically estimate quantities associated with single-administration tests, like ability at each time-point. However, models for longitudinal tests have not considered opportunities to estimate new quantities that are unavailable from single-administration tests. Specifically, we discuss dynamic measurement models – which combine aspects of longitudinal IRT, nonlinear growth models, and dynamic asse…

  • Increasing the Consequential Validity of Reading Assessment Using Dynamic Measurement Modeling

    Open AccessDominique Dumas, Denis G Dumas et al.ARTICLEEducational Researcher2018References: 1

    Dynamic measurement modeling (DMM) has been shown to improve the consequential validity of longitudinal mathematics assessment in the Early Childhood Longitudinal Study-Kindergarten (ECLS-K) database. Here, the authors demonstrate the capability of DMM to similarly improve the consequential validity of ECLS-K reading assessment through the estimation of student-specific learning capacities and growth parameters for reading

  • Dynamic Measurement Modeling

    Open AccessDominique Dumas, Denis G Dumas et al.ARTICLEEducational Researcher2017Cited by: 3References: 47

    Single-timepoint educational measurement practices are capable of assessing student ability at the time of testing but are not designed to be informative of student capacity for developing in any particular academic domain, despite commonly being used in such a manner. For this reason, such measurement practice systematically underestimates the potential of students from nondominant socioeconomic or ethnic groups, who may not have had adequate op…