Elizabeth A Stevens
Biographic Data
| ID | 7528745 |
|---|---|
| NAME | Elizabeth A Stevens |
| GIVEN NAMES | Elizabeth A |
| FAMILY NAME | Stevens |
| SIGNATURE | STEVENS E A |
| AFFILIATIONS | York University |
| ORCID | 0000-0002-8412-1111 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
A Systematic Review of Mathematics Vocabulary Interventions for Students With or At-Risk for Mathematics Difficulty
This systematic review synthesizes the effects of mathematics vocabulary interventions on the mathematics outcomes of students with mathematics difficulty (MD) in Grades K through 12. We evaluated methodological rigor using three indicators: research design, implementation fidelity, and instruction in the counterfactual. Six peer-reviewed studies and three unpublished dissertations between 1990 and 2022 met inclusion criteria. Results showed math…
The effects of a tier 2 reading comprehension intervention aligned to tier 1 instruction for fourth graders with inattention and reading difficulties
Fluency Interventions for Struggling Readers in Grades 6 to 12
This systematic review synthesizes fluency intervention research for struggling readers in Grades 6 through 12 from January 2006 to October 2019. The search yielded 17 studies examining reading fluency and comprehension outcomes. Most studies examined repeated reading (RR) interventions to improve reading fluency for struggling readers at these grade levels, resulting in improved fluency but few positive effects on reading comprehension outcomes,…
The efficacy of comprehension and vocabulary focused professional development on English learners’ literacy
Language and reading comprehension for students with dyslexia
Using Question Generation to Improve Reading Comprehension for Middle‐Grade Students
Students in the middle grades are expected to read complex texts to acquire content knowledge, particularly in social studies/history and science. Most students with disabilities are included in social studies/history and science classes yet read below grade level, requiring significant support with accessing text knowledge. Question generation is one high‐impact, evidence‐based practice that content area teachers can use to support students as t…
Current Evidence on the Effects of Intensive Early Reading Interventions
Many students at risk for or identified with reading disabilities need intensive reading interventions. This meta-analysis provides an update to the Wanzek and Vaughn synthesis on intensive early reading interventions. Effects from 25 reading intervention studies are analyzed to examine the overall effect of intensive early reading interventions as well as relationships between intervention and student characteristics related to outcomes. The wei…
Mother-infant object involvement at 9 and 15 months
This study investigated maternal verbal and nonverbal behaviours during mother-infant object involvement episodes and their relation to infant cognitive level and productive vocabulary. Thirty mother-infant dyads were observed at home during 20 minutes of play at 9 months and 10 minutes of play at 15 months with two different toys. Developmental change in maternal scaffolding behaviours was sensitive to toy difficulty. Scaffolding at both ages wa…
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Mother-infant object involvement at 9 and 15 months
This study investigated maternal verbal and nonverbal behaviours during mother-infant object involvement episodes and their relation to infant cognitive level and productive vocabulary. Thirty mother-infant dyads were observed at home during 20 minutes of play at 9 months and 10 minutes of play at 15 months with two different toys. Developmental change in maternal scaffolding behaviours was sensitive to toy difficulty. Scaffolding at both ages wa…
Current Evidence on the Effects of Intensive Early Reading Interventions
Many students at risk for or identified with reading disabilities need intensive reading interventions. This meta-analysis provides an update to the Wanzek and Vaughn synthesis on intensive early reading interventions. Effects from 25 reading intervention studies are analyzed to examine the overall effect of intensive early reading interventions as well as relationships between intervention and student characteristics related to outcomes. The wei…
Using Question Generation to Improve Reading Comprehension for Middle‐Grade Students
Students in the middle grades are expected to read complex texts to acquire content knowledge, particularly in social studies/history and science. Most students with disabilities are included in social studies/history and science classes yet read below grade level, requiring significant support with accessing text knowledge. Question generation is one high‐impact, evidence‐based practice that content area teachers can use to support students as t…
Fluency Interventions for Struggling Readers in Grades 6 to 12
This systematic review synthesizes fluency intervention research for struggling readers in Grades 6 through 12 from January 2006 to October 2019. The search yielded 17 studies examining reading fluency and comprehension outcomes. Most studies examined repeated reading (RR) interventions to improve reading fluency for struggling readers at these grade levels, resulting in improved fluency but few positive effects on reading comprehension outcomes,…
The efficacy of comprehension and vocabulary focused professional development on English learners’ literacy
Language and reading comprehension for students with dyslexia
The effects of a tier 2 reading comprehension intervention aligned to tier 1 instruction for fourth graders with inattention and reading difficulties
A Systematic Review of Mathematics Vocabulary Interventions for Students With or At-Risk for Mathematics Difficulty
This systematic review synthesizes the effects of mathematics vocabulary interventions on the mathematics outcomes of students with mathematics difficulty (MD) in Grades K through 12. We evaluated methodological rigor using three indicators: research design, implementation fidelity, and instruction in the counterfactual. Six peer-reviewed studies and three unpublished dissertations between 1990 and 2022 met inclusion criteria. Results showed math…
Linguistics (6 works) · Psychology (6 works) · Comprehension (4 works) · Mathematics education (4 works) · Reading (process) (4 works) · Reading and Literacy Development (4 works) · Reading comprehension (4 works) · Cognitive and developmental aspects of mathematical skills (3 works) · Developmental psychology (3 works) · Intervention (counseling) (3 works)