Scott K Baker

Biographic Data

ID5971822
NAMEScott K Baker
GIVEN NAMESScott K
FAMILY NAMEBaker
SIGNATUREBAKER S K
AFFILIATIONSPacific Institutes for Research and University of Oregon
VERIFIEDNo
TOTAL WORKS8
TOTAL CITATIONS3
WORKS AS AUTHOR8
WORKS AS EDITOR0
FIRST PUBLICATION YEAR1999
LATEST PUBLICATION YEAR2024
H-INDEX1

  • Examining the effects of prekindergarten to second grade classroom quality on early elementary achievement

    Open AccessYusuf Kara, Dylan E Farmer et al.ARTICLEFrontiers in Education2024

    Previous research has investigated the influence of preschool interventions in early elementary environments with some results suggesting that high quality early preschool experiences may have meaningful effects on student academic outcomes not only immediately following the preschool years but also in the long term. This study aimed to investigate this topic further by using a novel cross-classified model to account for the complex hierarchical …

  • Measuring Instructional Interactions During Reading Instruction for Students Receiving Intervention in Middle School

    Open AccessScott Baker, Scott K Baker et al.ARTICLEJournal of Learning Disabilities2024

    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…

  • Kindergarteners at Risk for Severe Mathematics Difficulties

    Open AccessChristian T Doabler, Ben Clarke et al.ARTICLEJournal of Learning Disabilities2021

    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

    Open AccessHank Fien, David J Chard et al.ARTICLEReading Research Quarterly2021Cited by: 2References: 50

    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, …

  • Using propensity score matching to estimate treatment effects of afterschool programs on third‐grade reading outcomes

    Open AccessScott Baker, Scott K Baker et al.ARTICLEJournal of Community Psychology2019Cited by: 1References: 19

    Evidence on whether afterschool programs enhance academic achievement is limited and mixed. In this study, a group of community providers delivered interventions to students to improve academic achievement. We used propensity score matching to estimate the impact of these afterschool interventions on third‐grade reading achievement. A significant effect of moderate magnitude was found favoring students who participated in afterschool programming.…

  • Building number sense among English learners

    Open AccessChristian T Doabler, Ben Clarke et al.ARTICLEEarly Childhood Research Quarterly2018References: 1

  • Mathematics Instruction for Students With Learning Disabilities

    Open AccessRussell Gersten, David J Chard et al.ARTICLEReview of Educational Research2009

    The purpose of this meta-analysis was to synthesize findings from 42 interventions (randomized control trials and quasi-experimental studies) on instructional approaches that enhance the mathematics proficiency of students with learning disabilities. We examined the impact of four categories of instructional components: (a) approaches to instruction and/or curriculum design, (b) formative assessment data and feedback to teachers on students' math…

  • Productive Instructional Practices for English-Language Learners

    Fernando Polito, Russell Gersten et al.ARTICLETESOL Quarterly1999