Meghan D Liebfreund
Biographic Data
| ID | 5971816 |
|---|---|
| NAME | Meghan D Liebfreund |
| GIVEN NAMES | Meghan D |
| FAMILY NAME | Liebfreund |
| SIGNATURE | LIEBFREUND M D |
| AFFILIATIONS | Towson University; Maryland USA |
| ORCID | 0000-0002-9202-0345 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 1 |
Explaining reading variance by student subgroup
Background Studies have demonstrated strong predictive and concurrent validity of curriculum‐based measures (CBMs) with high‐stakes reading tests, mainly using oral reading fluency (ORF) to predict outcomes. Some studies have found that CBMs' predictive accuracy might vary across demographic subgroups of students. In this study, we investigate whether additional CBMs of reading comprehension account for variance beyond ORF and whether these readi…
Success With Informational Text Comprehension
The purpose of this study was to develop a clearer understanding of the complex, interrelated factors that lead to successful informational text comprehension and to determine if or how these factors vary for higher and lower comprehenders. Participants (N = 177) were students in grades 3–5 who were predominantly African American (61%) and female (51%). Hierarchical linear regressions were used to investigate how decoding efficiency, vocabulary k…
Success With Informational Text Comprehension
The purpose of this study was to develop a clearer understanding of the complex, interrelated factors that lead to successful informational text comprehension and to determine if or how these factors vary for higher and lower comprehenders. Participants (N = 177) were students in grades 3–5 who were predominantly African American (61%) and female (51%). Hierarchical linear regressions were used to investigate how decoding efficiency, vocabulary k…
Success With Informational Text Comprehension
The purpose of this study was to develop a clearer understanding of the complex, interrelated factors that lead to successful informational text comprehension and to determine if or how these factors vary for higher and lower comprehenders. Participants (N = 177) were students in grades 3–5 who were predominantly African American (61%) and female (51%). Hierarchical linear regressions were used to investigate how decoding efficiency, vocabulary k…
Explaining reading variance by student subgroup
Background Studies have demonstrated strong predictive and concurrent validity of curriculum‐based measures (CBMs) with high‐stakes reading tests, mainly using oral reading fluency (ORF) to predict outcomes. Some studies have found that CBMs' predictive accuracy might vary across demographic subgroups of students. In this study, we investigate whether additional CBMs of reading comprehension account for variance beyond ORF and whether these readi…
Comprehension (2 works) · Educational Strategies and Epistemologies (2 works) · Linguistics (2 works) · Psychology (2 works) · Reading (process) (2 works) · Reading and Literacy Development (2 works) · Reading comprehension (2 works) · Variance (accounting) (2 works) · Cognitive and developmental aspects of mathematical skills (1 work) · Cognitive psychology (1 work)