Hank Fien
Biographic Data
| ID | 5971820 |
|---|---|
| NAME | Hank Fien |
| GIVEN NAMES | Hank |
| FAMILY NAME | Fien |
| SIGNATURE | FIEN H |
| AFFILIATIONS | PhD, director, Center on Teaching and Learning, University of Oregon, Eugene, USA |
| ORCID | 0000-0002-9261-3773 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Measuring Instructional Interactions During Reading Instruction for Students Receiving Intervention in Middle School
More than two-thirds of middle school students do not read proficiently. Research has shown that targeted interventions using explicit instruction methods can improve reading outcomes for struggling readers. A central feature of explicit instruction is the systematic implementation of instructional interactions, but it is not clear what specific instructional interaction practices lead to stronger outcomes for middle school readers. This study us…
Dyslexia in the Context of Social Work
Dyslexia, the most common learning disability, is associated with poor academic, economic, vocational, and health outcomes. Disproportionately, dyslexia is undiagnosed and untreated in children who are Black, Indigenous, and people of color (BIPOC) or who live in poverty. Early identification of and subsequent interventions for children at risk for dyslexia can effectively mitigate poor outcomes. While screening and interventions largely occur in…
Kindergarteners at Risk for Severe Mathematics Difficulties
A concerning number of students enter kindergarten facing an intractable variation of mathematics difficulties (MD). This study investigated the impact of an explicit, core kindergarten mathematics program on the mathematical outcomes of kindergartners who demonstrated risk for severe MD at kindergarten entry and examined whether these students improved from a category of high MD risk (i.e
Can the Evidence Revolution and Multi‐Tiered Systems of Support Improve Education Equity and Reading Achievement
We situate education, and the science of reading (SOR) specifically, in the midst of a broad, evidence‐based revolution involving an array of disciplines focused on improving the health and well‐being of individuals and populations. Low and stagnant levels of reading proficiency, massive reading disparities, and a robust SOR knowledge base suggest that the withholding of evidence‐based practices in schools differentially harms students of Color, …
Building number sense among English learners
Can the Evidence Revolution and Multi‐Tiered Systems of Support Improve Education Equity and Reading Achievement
We situate education, and the science of reading (SOR) specifically, in the midst of a broad, evidence‐based revolution involving an array of disciplines focused on improving the health and well‐being of individuals and populations. Low and stagnant levels of reading proficiency, massive reading disparities, and a robust SOR knowledge base suggest that the withholding of evidence‐based practices in schools differentially harms students of Color, …
Building number sense among English learners
Kindergarteners at Risk for Severe Mathematics Difficulties
A concerning number of students enter kindergarten facing an intractable variation of mathematics difficulties (MD). This study investigated the impact of an explicit, core kindergarten mathematics program on the mathematical outcomes of kindergartners who demonstrated risk for severe MD at kindergarten entry and examined whether these students improved from a category of high MD risk (i.e
Can the Evidence Revolution and Multi‐Tiered Systems of Support Improve Education Equity and Reading Achievement
We situate education, and the science of reading (SOR) specifically, in the midst of a broad, evidence‐based revolution involving an array of disciplines focused on improving the health and well‐being of individuals and populations. Low and stagnant levels of reading proficiency, massive reading disparities, and a robust SOR knowledge base suggest that the withholding of evidence‐based practices in schools differentially harms students of Color, …
Dyslexia in the Context of Social Work
Dyslexia, the most common learning disability, is associated with poor academic, economic, vocational, and health outcomes. Disproportionately, dyslexia is undiagnosed and untreated in children who are Black, Indigenous, and people of color (BIPOC) or who live in poverty. Early identification of and subsequent interventions for children at risk for dyslexia can effectively mitigate poor outcomes. While screening and interventions largely occur in…
Measuring Instructional Interactions During Reading Instruction for Students Receiving Intervention in Middle School
More than two-thirds of middle school students do not read proficiently. Research has shown that targeted interventions using explicit instruction methods can improve reading outcomes for struggling readers. A central feature of explicit instruction is the systematic implementation of instructional interactions, but it is not clear what specific instructional interaction practices lead to stronger outcomes for middle school readers. This study us…
Psychology (5 works) · Mathematics education (4 works) · Cognitive and developmental aspects of mathematical skills (3 works) · Computer Science (3 works) · Developmental psychology (3 works) · Learning disability (3 works) · Reading and Literacy Development (3 works) · Early Childhood Education and Development (2 works) · Education Methods and Practices (2 works) · Pedagogy (2 works)