Diane Pedrotty Bryant

Biographic Data

ID5804196
NAMEDiane Pedrotty Bryant
GIVEN NAMESDiane Pedrotty
FAMILY NAMEBryant
SIGNATUREBRYANT D P
AFFILIATIONSThe University of Texas at Austin
ORCID0000-0002-8155-9716
VERIFIEDYes
TOTAL WORKS8
TOTAL CITATIONS8
AUTHOR COUNT8
EDITOR COUNT0
FIRST PUBLICATION YEAR2011
LATEST PUBLICATION YEAR2023
H-INDEX2

  • Intensifying Instruction to Address Treatment Resistance to Early Mathematics Interventions

    Open AccessMaryam Nozari, Diane Pedrotty Bryant et al.ARTICLECurrent Psychology2023

  • Rational Number Interventions for Students With Mathematics Difficulties: A Meta-Analysis

    Open AccessMegan Rojo, Sarah King et al.ARTICLERemedial and Special Education2023

    Understanding rational numbers is critical for secondary mathematics achievement. However, students with mathematics difficulties (MD) struggle with rational number topics, including fractions, decimals, and percentages. The purpose of this systematic review was to describe the instructional foci of rational number interventions, determine the overall effect size, and explore potential moderators. Forty-three studies were included and 150 effect …

  • A Multilevel Meta-Analysis of Whole Number Computation Interventions for Students With Learning Disabilities

    Open AccessSun A Kim, Diane Pedrotty Bryant et al.ARTICLERemedial and Special Education2023

    The effects of whole number computation interventions among school students with learning disabilities in Grades K to 5 were examined using a multilevel meta-analysis. Applying a correlated and hierarchical effect model of robust variance estimation, we examined the intervention effects among 15 peer-reviewed articles and dissertations (two group-design and 13 single-case design studies) published between 1989 and 2021. Whole number computation i…

  • The Effect of a Tier 2 Multicomponent Fraction Intervention for Fifth Graders Struggling With Fractions

    Open AccessJihyun Lee, Diane Pedrotty Bryant et al.ARTICLERemedial and Special Education2023

    Fraction competence is essential for learning algebra and pursuing careers in science, technology, engineering, and mathematics. However, many children have difficulty using fractions, especially those struggling with mathematics. In this study, we examined the effect of a Tier 2 multicomponent fraction intervention for fifth graders, using a multiple-probe design across groups. The intervention included multiple instructional components: (a) exp…

  • Effects of Interventions Using Virtual Manipulatives for Students With Learning Disabilities: A Synthesis of Single-Case Research

    Open AccessJiyeon Park, Diane Pedrotty Bryant et al.ARTICLEJournal of Learning Disabilities2022

    Virtual manipulatives are interactive and dynamic visual objects on a screen, which allow students to manipulate them to construct mathematical knowledge. The purpose of this study was to synthesize the literature on interventions that used virtual manipulatives to improve the mathematics performance of K–12 students with learning disabilities. A total of 19 single-case design studies (16 peer-reviewed articles and three dissertations) were selec…

  • A Meta-Analysis of Single-Case Research on Word-Problem Instruction for Students With Learning Disabilities

    Open AccessMikyung Shin, Diane Pedrotty Bryant et al.ARTICLERemedial and Special Education2021

    In this meta-analysis of single-case designs, the researchers investigated the effects of word-problem instruction for students with learning disabilities in Grades 1 through 12, as reported in 20 peer-reviewed articles published between 1975 and 2020. A two-level multilevel model with a robust variance estimation method was implemented to calculate the effect sizes. A significant overall effect of word-problem instruction for students with learn…

  • Use and relationships among effective practices in co-taught inclusive high school classrooms

    John Mckenna, John William McKenna et al.ARTICLEInternational Journal of…2014Cited by: 2References: 4

    Opportunities to respond (OTR) and specific praise are two practices that may be particularly beneficial to students learning in secondary inclusive classrooms. Yet, there is relatively little research on effective inclusion practices involving secondary students with learning disabilities (LD) or studies at the secondary level. This study sought to extend the existing research by evaluating the relationship between rates of OTR and specific prai…

  • Early mathematics achievement trajectories: English-language learner and native English-speaker estimates, using the Early Childhood Longitudinal Survey

    Greg Roberts, Diane Bryant et al.ARTICLEDevelopmental Psychology2011Cited by: 6References: 6

    This study used data from the Early Childhood Longitudinal Survey, Kindergarten Class of 1998-1999, to (a) estimate mathematics achievement trends through 5th grade in the population of students who are English-language proficient by the end of kindergarten, (b) compare trends across primary language groups within this English-language proficient group, (c) evaluate the effect of low socioeconomic status (SES) for English-language proficient stud…