Alicia A Stewart
Biographic Data
| ID | 9510054 |
|---|---|
| NAME | Alicia A Stewart |
| GIVEN NAMES | Alicia A |
| FAMILY NAME | Stewart |
| SIGNATURE | STEWART A A |
| AFFILIATIONS | University of North Carolina at Charlotte |
| ORCID | 0000-0001-6770-5046 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Examining the small-group reading instruction of K-5 teachers who completed science of reading-aligned professional development
This study examined the K-5 reading instruction of teachers who completed LETRS professional development. Using an exploratory video analysis tool called the RIVOT, researchers examined the frequency of several instructional practices across all five components of reading along with lesson quality. Researchers also investigated potential differences of implementation across grade levels and reading ability levels. Findings indicate that although …
Progress Monitoring of Reading Comprehension
A substantial body of research supports the use of data-based decision making (DBDM) to support student reading progress, particularly in the areas of foundational skills such as word reading and oral reading fluency; less is known about DBDM in the context of reading comprehension. In this study, we compared a researcher-developed content-specific curriculum-based measurement (CS-CBM) with a standardized Maze CBM to determine the ways in which t…
Intensification of a Reading Comprehension Intervention Using Student Data
Many students in the upper elementary grades and beyond uniquely struggle with reading comprehension, necessitating explicit instruction and remediation in this area. This U.S. study used data-based decision-making (DBDM), a research-based systematic approach to student data collection and analysis, to intensify the evidence-based Strategies for Reading Information and Vocabulary Effectively (STRIVE) reading comprehension intervention. Results in…
Evidence-Based Reading Instruction for Students with Inattention
Attention-deficit/hyperactivity disorder (ADHD) is characterized by persistently high levels of inattention, hyperactivity, and/or impulsivity that interfere with functioning. Inattention is significantly related to lower reading outcomes, whereas hyperactivity/impulsivity alone is not. Strategies to Read Information Texts and Vocabulary Effectively (STRIVE) is a set of evidence-based instructional practices targeting vocabulary and reading compr…
The efficacy of comprehension and vocabulary focused professional development on English learners’ literacy
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The efficacy of comprehension and vocabulary focused professional development on English learners’ literacy
Evidence-Based Reading Instruction for Students with Inattention
Attention-deficit/hyperactivity disorder (ADHD) is characterized by persistently high levels of inattention, hyperactivity, and/or impulsivity that interfere with functioning. Inattention is significantly related to lower reading outcomes, whereas hyperactivity/impulsivity alone is not. Strategies to Read Information Texts and Vocabulary Effectively (STRIVE) is a set of evidence-based instructional practices targeting vocabulary and reading compr…
Intensification of a Reading Comprehension Intervention Using Student Data
Many students in the upper elementary grades and beyond uniquely struggle with reading comprehension, necessitating explicit instruction and remediation in this area. This U.S. study used data-based decision-making (DBDM), a research-based systematic approach to student data collection and analysis, to intensify the evidence-based Strategies for Reading Information and Vocabulary Effectively (STRIVE) reading comprehension intervention. Results in…
Examining the small-group reading instruction of K-5 teachers who completed science of reading-aligned professional development
This study examined the K-5 reading instruction of teachers who completed LETRS professional development. Using an exploratory video analysis tool called the RIVOT, researchers examined the frequency of several instructional practices across all five components of reading along with lesson quality. Researchers also investigated potential differences of implementation across grade levels and reading ability levels. Findings indicate that although …
Progress Monitoring of Reading Comprehension
A substantial body of research supports the use of data-based decision making (DBDM) to support student reading progress, particularly in the areas of foundational skills such as word reading and oral reading fluency; less is known about DBDM in the context of reading comprehension. In this study, we compared a researcher-developed content-specific curriculum-based measurement (CS-CBM) with a standardized Maze CBM to determine the ways in which t…
Reading and Literacy Development (4 works) · Reading comprehension (4 works) · Comprehension (3 works) · Psychology (3 works) · Vocabulary (3 works) · Cognitive and developmental aspects of mathematical skills (2 works) · Computer Science (2 works) · Linguistics (2 works) · Literacy (2 works) · Mathematics education (2 works)