Carlin Conner
Biographic Data
| ID | 6747142 |
|---|---|
| NAME | Carlin Conner |
| GIVEN NAMES | Carlin |
| FAMILY NAME | Conner |
| SIGNATURE | CONNER C |
| AFFILIATIONS | University of Virginia |
| ORCID | 0000-0002-9790-9047 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1995 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Relations of first-grade teacher knowledge with gains for students at risk for reading difficulties
This study used the Teacher Understanding of Literacy Constructs and Evidence-Based Instructional Practices (TULIP) survey to measure 93 Grade 1 teachers’ beginning-of-year knowledge within five domains (phonological awareness; phonics/decoding/encoding; reading fluency; oral language; reading comprehension) and reading performance in those domains at beginning and end of year for 205 students at risk for reading difficulties in teachers’ classro…
Approximating multidimensionality with asymmetric unidimensional IRT models
Unidimensional item response theory (IRT) models are widely used even in settings where assessment data exhibit subtle forms of multidimensionality. Recent empirical evidence suggests that when item difficulty is associated with dimensionality, asymmetric item characteristic curves (ICCs) emerge in the unidimensional approximation. Through theoretical derivation and extensive simulation, this paper develops a framework for understanding the emerg…
Literacy Profiles of Kindergarten Students With Emotional and Behavioral Disorders
Difficulties with reading development have been well documented in samples of individuals with emotional and behavioral disorders (EBD). This study utilized a state-level dataset of early literacy skills in kindergarten students with EBD ( N = 522) to investigate the development of foundational reading skills across the kindergarten year. The study employed latent profile analysis and latent transition analysis (LTA) to empirically derive profile…
Determinants to implementing a new early literacy screener
Early literacy screening is critical for identifying students at risk for reading difficulties and enabling timely intervention. However, the implementation of new screening tools often encounters significant barriers that hinder effective adoption. This mixed-methods study investigates the barriers and facilitators reported by educators during the early implementation of a new early literacy and language screener. Data from survey ( n =694) and …
Forty Years of Reading Intervention Research for Elementary Students with or at Risk for Dyslexia
This meta‐analysis included experimental or quasi‐experimental intervention studies conducted between 1980 and 2020 that aimed to improve reading outcomes for Grade K‐5 students with or at risk for dyslexia (i.e., students with or at risk for word reading difficulties, defined as scoring at or below norm‐referenced screening or mean baseline performance thresholds articulated in our inclusion criteria). In all, 53 studies reported in 52 publicati…
Multiple language exposure for children with autism spectrum disorder from culturally and linguistically diverse communities
We review studies that examined whether children who have been diagnosed with autism spectrum disorder (ASD) and who are from culturally and linguistically diverse communities benefit more from being exposed to one versus two or more languages. Fourteen articles fit our criteria. The findings suggest that children with ASD benefit from richer interactions with parents and teachers in their native language. These findings are inconsistent with cur…
Developing Teachers Developing Schools
Multiple language exposure for children with autism spectrum disorder from culturally and linguistically diverse communities
We review studies that examined whether children who have been diagnosed with autism spectrum disorder (ASD) and who are from culturally and linguistically diverse communities benefit more from being exposed to one versus two or more languages. Fourteen articles fit our criteria. The findings suggest that children with ASD benefit from richer interactions with parents and teachers in their native language. These findings are inconsistent with cur…
Developing Teachers Developing Schools
Multiple language exposure for children with autism spectrum disorder from culturally and linguistically diverse communities
We review studies that examined whether children who have been diagnosed with autism spectrum disorder (ASD) and who are from culturally and linguistically diverse communities benefit more from being exposed to one versus two or more languages. Fourteen articles fit our criteria. The findings suggest that children with ASD benefit from richer interactions with parents and teachers in their native language. These findings are inconsistent with cur…
Forty Years of Reading Intervention Research for Elementary Students with or at Risk for Dyslexia
This meta‐analysis included experimental or quasi‐experimental intervention studies conducted between 1980 and 2020 that aimed to improve reading outcomes for Grade K‐5 students with or at risk for dyslexia (i.e., students with or at risk for word reading difficulties, defined as scoring at or below norm‐referenced screening or mean baseline performance thresholds articulated in our inclusion criteria). In all, 53 studies reported in 52 publicati…
Literacy Profiles of Kindergarten Students With Emotional and Behavioral Disorders
Difficulties with reading development have been well documented in samples of individuals with emotional and behavioral disorders (EBD). This study utilized a state-level dataset of early literacy skills in kindergarten students with EBD ( N = 522) to investigate the development of foundational reading skills across the kindergarten year. The study employed latent profile analysis and latent transition analysis (LTA) to empirically derive profile…
Determinants to implementing a new early literacy screener
Early literacy screening is critical for identifying students at risk for reading difficulties and enabling timely intervention. However, the implementation of new screening tools often encounters significant barriers that hinder effective adoption. This mixed-methods study investigates the barriers and facilitators reported by educators during the early implementation of a new early literacy and language screener. Data from survey ( n =694) and …
Relations of first-grade teacher knowledge with gains for students at risk for reading difficulties
This study used the Teacher Understanding of Literacy Constructs and Evidence-Based Instructional Practices (TULIP) survey to measure 93 Grade 1 teachers’ beginning-of-year knowledge within five domains (phonological awareness; phonics/decoding/encoding; reading fluency; oral language; reading comprehension) and reading performance in those domains at beginning and end of year for 205 students at risk for reading difficulties in teachers’ classro…
Approximating multidimensionality with asymmetric unidimensional IRT models
Unidimensional item response theory (IRT) models are widely used even in settings where assessment data exhibit subtle forms of multidimensionality. Recent empirical evidence suggests that when item difficulty is associated with dimensionality, asymmetric item characteristic curves (ICCs) emerge in the unidimensional approximation. Through theoretical derivation and extensive simulation, this paper develops a framework for understanding the emerg…
Psychology (4 works) · Literacy (3 works) · Pedagogy (3 works) · Reading and Literacy Development (3 works) · Developmental psychology (2 works) · Educational and Psychological Assessments (2 works) · Language Development and Disorders (2 works) · Mathematics education (2 works) · Medicine (2 works) · Asymmetry (1 work)