Douglas B Petersen
Biographic Data
| ID | 6200224 |
|---|---|
| NAME | Douglas B Petersen |
| GIVEN NAMES | Douglas B |
| FAMILY NAME | Petersen |
| SIGNATURE | PETERSEN D B |
| AFFILIATIONS | University of Wyoming |
| ORCID | 0000-0003-2675-4217 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 13 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Examining complex academic language in children with dyslexia
While approximately 50% of children with dyslexia are reported to have Developmental Language Disorder (DLD), there is a possibility that a larger proportion exhibit subclinical weaknesses in complex academic language that detrimentally impact reading comprehension. This study aimed to evaluate the comprehension and production of complex academic language among school-age students with dyslexia who do and do not have DLD across discourse, sentenc…
Immediate and Maintained Effects of Explicit and Contextualized Narrative and Expository Language Intervention for Children with Developmental Language Disorder
Background/Objectives: Children develop the ability to construct meaning from language long before they learn to read. These foundational language processes support learning across academic contexts and form the basis for later reading and writing. However, many students, particularly those with Developmental Language Disorder (DLD), enter school with weaknesses in oral academic language that limit their ability to understand and express increasi…
A design-based implementation study of a preschool Spanish/English multi-tiered language curriculum / Estudio de implementación basada en el diseño de un currículum preescolar multinivel inglés/españo…
Implementation considerations should be integrated into the iterative development of educational innovations. The purpose of this design-based implementation research (DBIR) was to identify intervention components worthy of revision, examine the feasibility of a video manual and document barriers to the implementation of a multi-tiered dual-language instructional curriculum. Six teachers implemented the curriculum and provided feedback via struct…
Evidence of a limited relationship between reading fluency and reading comprehension of academic language
Reliability and validity evidence for the English and Spanish preschool narrative language measures-listening
The effects of a multi-tiered system of language support on oral narrative language, writing, and reading comprehension in India
Background: Children in India are among the lowest performing students on international reading comprehension and writing assessments. Oral language instruction may improve these literacy outcomes. Aim: This pilot study investigated whether a multi-tiered system of language support (MTSLS) improved oral narrative language comprehension, reading comprehension, and writing in second and third grade students in India. Methods & Procedures: There wer…
Large group narrative intervention in Head Start preschools
This study investigated the effect of a large group narrative intervention on diverse preschoolers’ narrative language skills with aims to explore questions of treatment efficacy and differential response to intervention. A quasi-experimental, pretest/posttest comparison group research design was employed with 71 preschool children. Classrooms were randomly assigned to treatment and comparison conditions. Intervention consisted of explicit teachi…
Large group narrative intervention in Head Start preschools
This study investigated the effect of a large group narrative intervention on diverse preschoolers’ narrative language skills with aims to explore questions of treatment efficacy and differential response to intervention. A quasi-experimental, pretest/posttest comparison group research design was employed with 71 preschool children. Classrooms were randomly assigned to treatment and comparison conditions. Intervention consisted of explicit teachi…
Reliability and validity evidence for the English and Spanish preschool narrative language measures-listening
Large group narrative intervention in Head Start preschools
This study investigated the effect of a large group narrative intervention on diverse preschoolers’ narrative language skills with aims to explore questions of treatment efficacy and differential response to intervention. A quasi-experimental, pretest/posttest comparison group research design was employed with 71 preschool children. Classrooms were randomly assigned to treatment and comparison conditions. Intervention consisted of explicit teachi…
The effects of a multi-tiered system of language support on oral narrative language, writing, and reading comprehension in India
Background: Children in India are among the lowest performing students on international reading comprehension and writing assessments. Oral language instruction may improve these literacy outcomes. Aim: This pilot study investigated whether a multi-tiered system of language support (MTSLS) improved oral narrative language comprehension, reading comprehension, and writing in second and third grade students in India. Methods & Procedures: There wer…
Reliability and validity evidence for the English and Spanish preschool narrative language measures-listening
A design-based implementation study of a preschool Spanish/English multi-tiered language curriculum / Estudio de implementación basada en el diseño de un currículum preescolar multinivel inglés/españo…
Implementation considerations should be integrated into the iterative development of educational innovations. The purpose of this design-based implementation research (DBIR) was to identify intervention components worthy of revision, examine the feasibility of a video manual and document barriers to the implementation of a multi-tiered dual-language instructional curriculum. Six teachers implemented the curriculum and provided feedback via struct…
Evidence of a limited relationship between reading fluency and reading comprehension of academic language
Examining complex academic language in children with dyslexia
While approximately 50% of children with dyslexia are reported to have Developmental Language Disorder (DLD), there is a possibility that a larger proportion exhibit subclinical weaknesses in complex academic language that detrimentally impact reading comprehension. This study aimed to evaluate the comprehension and production of complex academic language among school-age students with dyslexia who do and do not have DLD across discourse, sentenc…
Immediate and Maintained Effects of Explicit and Contextualized Narrative and Expository Language Intervention for Children with Developmental Language Disorder
Background/Objectives: Children develop the ability to construct meaning from language long before they learn to read. These foundational language processes support learning across academic contexts and form the basis for later reading and writing. However, many students, particularly those with Developmental Language Disorder (DLD), enter school with weaknesses in oral academic language that limit their ability to understand and express increasi…
Reading and Literacy Development (7 works) · Linguistics (5 works) · Narrative (5 works) · Psychology (5 works) · Comprehension (4 works) · Language Development and Disorders (4 works) · Mathematics education (4 works) · Curriculum (3 works) · Pedagogy (3 works) · Reading comprehension (3 works)