Yaacov Petscher
Dados Biográficos
| ID | 3532174 |
|---|---|
| NOME | Yaacov Petscher |
| PRENOMES | Yaacov |
| SOBRENOME | Petscher |
| ASSINATURA | PETSCHER Y |
| AFILIAÇÕES | Florida State University |
| ORCID | 0000-0001-8858-3498 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 42 |
| TOTAL DE CITAÇÕES | 43 |
| TOTAL COMO AUTOR | 42 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2006 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 4 |
Differential impact of pandemic-era kindergarten on oral language and early literacy in first grade
Evaluation of the consistency of a speech verification system with human raters in early literacy screening assessments
This study investigates the use of a speech verification system (SVS) technology, a form of automatic speech recognition (ASR), in the assessment of children's reading skills. Despite the growing integration of ASR systems in educational assessment, significant challenges persist, particularly due to the acoustic, pronunciation and dialectal variability inherent in children's speech. Our research evaluated the consistency between human rater (HR)…
Comparing the Performance and Growth of Linguistically Diverse and English-Only Students on Commonly Used Early Literacy Measures
In the context of increasing legislative emphasis on universal screening for reading problems, the accurate and equitable assessment of English learners (ELs) remains a pressing concern. This study examines how kindergarten and first-grade students’ performance on early literacy measures in English is affected by their English proficiency. In this paper, we report on performance on measures of deletion, picture naming, sentence repetition, letter…
Differences in Reading Screening Accuracy by Percentile Cutoff and English Proficiency
This exploratory predictive study investigates our capacity to equitably predict the risk of developing reading difficulties based on a battery of tasks tapping into commonly used reading screening constructs. A key question pertains to the extent to which we can make predictions with equal accuracy for native English speakers (EO) and emerging multilinguals (English learners [ELs] with sufficient English proficiency to participate in English scr…
(Not so) universal literacy screening
Currently, most states in the United States have enacted legislation mandating universal screening for literacy risk in kindergarten through 3rd grade. However, the degree to which these policies translate into consistent, high-quality screening practices remains unclear. In this survey study, we collected responses from a diverse sample of K–3 educators ( N = 251) across 39 states, representing varied school types, professional roles, and experi…
Impact of a content-rich literacy curriculum on kindergarteners’ vocabulary, listening comprehension, and content knowledge
Quantile regression in social work research
Clarity is Charity in the Advances of Causal Inquiry
This special issue highlights the necessity of rigorous methodologies, transparency, and innovation in social work research. Emphasizing causal inference, the contributions in this volume address replication challenges, design complexities, and data transparency. Key advancements and recommendations we put forth include study preregistration, data sharing, and novel methodologies such as advanced mixed methods considerations, emerging recommendat…
Revisiting the definition of dyslexia
Pathways between childhood mistreatment/victimization, posttraumatic stress, and lifetime substance use disorders among Latinx nationwide
Findings suggest that CPM may contribute to using substance to avoid physical and emotional pain, which lends support for the self-medication hypothesis. Latinx who were traumatized by both physical and sexual abuse are more likely to use substances as a negative coping strategy. The study underscores the need for assessing the role of substance use as a coping mechanism for Latinx individuals who have experienced childhood traumatic victimizatio…
Predictor Importance of Childhood Trauma to Early Literacy Skills in Kindergarteners
Direct impact of mindset on reading-based outcomes in upper elementary students with reading difficulties
Mindset involves an array of beliefs related to the malleability of certain attributes, including intelligence. One’s growth mindset comprises a variety of cognitive and motivational factors (e.g., learning goals, effort beliefs) and the perception that skill attainment and outcome in any domain are tethered to personal effort. A fixed mindset encompasses goals, beliefs, and perceptions that skill level is not malleable or impacted by effort. Str…
Validation for Multidimensional Measure of Reentry Well-Being Among Individuals Who Are Incarcerated
Purpose: Thousands release from imprisonment every day but no specialized measures of progress during reentry exist beyond criminal risk. This study investigates a new measure of well-being during the transition to the community called the Reentry Well-Being Assessment Tool (RWAT). The RWAT is designed as an alternative to measures of risk while responding to the challenges of individualizing program services and evaluating effectiveness. Method:…
Do Spelling and Vocabulary Improve Classification Accuracy of Children's Reading Difficulties Over and Above Word Reading
It is widely recognized that individuals with dyslexia have difficulties with word reading and spelling, and individuals with reading comprehension difficulties have low vocabulary knowledge. However, little is known about the extent to which spelling and vocabulary are informative of reading difficulties. In the present study, we investigated whether information on students' spelling and vocabulary in kindergarten increases the precision of iden…
Testing the Importance of Individual Growth in Predicting State-Level Outcomes Beyond Status Measures
The literature reports mixed findings on whether measuring individual change over time on an interim progress monitoring assessment adds value to understanding student differences in future performance on an assessment. This study examines the relations among descriptive measures of growth (simple difference and average difference) and inferential measures [ordinary least squares (OLS) and empirical Bayes] for 800,000 students in grades 4, 8, and…
Dyslexia in the Context of Social Work
Dyslexia, the most common learning disability, is associated with poor academic, economic, vocational, and health outcomes. Disproportionately, dyslexia is undiagnosed and untreated in children who are Black, Indigenous, and people of color (BIPOC) or who live in poverty. Early identification of and subsequent interventions for children at risk for dyslexia can effectively mitigate poor outcomes. While screening and interventions largely occur in…
A Cumulative Risk and Resilience Model of Dyslexia
Considerable attention and legislation are currently focused on developmental dyslexia. A major challenge to these efforts is how to define and operationalize dyslexia. In this article, we argue that rather than defining dyslexia on the basis of an underlying condition, dyslexia is best viewed as a label for an unexpected reading disability. This view fits well with a preventive approach in which risk for reading disability is identified and addr…
Multidimensional morphological assessment for middle school students
Background Middle school students use the information conveyed by morphemes (i.e., units of meaning such as prefixes, root words and suffixes) in different ways to support their literacy endeavours, suggesting the likelihood that morphological knowledge is multidimensional. This has important implications for assessment. Methods The current study investigates the dimensionality of morphological knowledge considering the performance of 3,214 fifth…
Comparing the Effects of Reading Intervention Versus Reading and Mindset Intervention for Upper Elementary Students With Reading Difficulties
The primary purpose of this study was to examine the effects of providing mindset intervention in addition to reading intervention compared with only reading intervention for fourth graders with reading difficulties. Reading intervention was provided daily in 45 min sessions throughout the school year. Mindset intervention occurred in small groups for 24–30 min lessons. Multilevel structural equation modeling (SEM) via n-level SEM was used to acc…
Reading prosody unpacked
We investigated the dimensionality of various indicators of reading prosody, and the relations of word reading and listening comprehension to the identified dimension(s) of reading prosody, using longitudinal data from Grades 1 to 3. A total of 371 English-speaking children were assessed on oral text reading, word reading, and listening comprehension in the fall and spring of each year (i.e., 6 waves of data). From oral text reading, reading pros…
Modeling and Visualizing the Codevelopment of Word and Nonword Reading in Children From First Through Fourth Grade
Developmental studies examining relations between word reading (WR) and decoding in typical and dyslexic populations routinely cut the reading distribution to form distinct groups. However, dichotomizing continuous variables to study development is problematic for multiple reasons. Instead, we modeled and visualized the parallel growth of WR and nonword reading (NWR) factor scores longitudinally in a Grade 1–4 developmental sample (N = 588). The …
Influences of individual, text, and assessment factors on text/discourse comprehension in oral language (listening comprehension)
Data-based individualization in mathematics to support middleschool teachers and their students with mathematics learning difficulty
What is text reading fluency and is it a predictor or an outcome of reading comprehension? A longitudinal investigation
Text reading fluency refers to the ability to read connected texts with accuracy, speed, and expression (prosody), and has garnered substantial attention as an important skill for reading comprehension. However, two fundamental questions remain-the dimensionality of text reading fluency including text reading efficiency (accuracy and speed) and reading prosody, and the directionality of the relation between text reading fluency and reading compre…
Identifying and Serving Students With Learning Disabilities, Including Dyslexia, in the Context of Multitiered Supports and Response to Intervention
How the Science of Reading Informs 21st‐Century Education
The science of reading should be informed by an evolving evidence base built on the scientific method. Decades of basic research and randomized controlled trials of interventions and instructional routines have formed a substantial evidence base to guide best practices in reading instruction, reading intervention, and the early identification of at‐risk readers. The recent resurfacing of questions about what constitutes the science of reading is …
Translational Science
Despite scientific advances that have informed our understanding of reading acquisition and development, a profound gap exists between empirical findings and the implementation of evidence‐based practices in the assessment and instruction of reading in school settings. The debate regarding the practical implications of the science of reading (SOR) and its implementation in authentic school settings is palpable. As researchers, practitioners, poli…
What is text reading fluency and is it a predictor or an outcome of reading comprehension? A longitudinal investigation
Text reading fluency refers to the ability to read connected texts with accuracy, speed, and expression (prosody), and has garnered substantial attention as an important skill for reading comprehension. However, two fundamental questions remain-the dimensionality of text reading fluency including text reading efficiency (accuracy and speed) and reading prosody, and the directionality of the relation between text reading fluency and reading compre…
The Contribution of General Reading Ability to Science Achievement
This study explored the relationship between the reading ability and science achievement of students in grades 5, 8, and 9. Reading ability was assessed with four measures: word recognition, vocabulary, syntactic knowledge, and comprehension (23% of all passages were on science topics). Science achievement was assessed with state criterion–referenced measures. Both the reading and the science measures included inference items. Using multiple‐grou…
Modeling the co-development of correlated processes with longitudinal and cross-construct effects
Conceptualizations of developmental trends are driven by the particular method used to analyze the period of change of interest. Various techniques exist to analyze developmental data, including individual growth curve analysis in observed and latent frameworks, cross-lagged regression to assess interrelations among variables, and multilevel frameworks that consider time as nested within individual. In this paper, we report on findings from a lat…
Quantile regression in social work research
Teaching Together
Rapid Automatic Naming Performance of Young Spanish-English Speaking Children
The aim of this preliminary study was to examine the feasibility of a rapid automatic naming (RAN) task for young Spanish-English speaking dual language learners (DLLs) and to examine the relationship between children's performance on RAN and other standardized language and literacy assessments. A total of 275 Spanish-English speaking children in kindergarten and first grade attempted a RAN task and completed assessments of language and early lit…
A standardized tool for assessing the quality of classroom-based shared reading
The Revised Learning and Study Strategies Inventory
Two competing structural models for the revised Learning and Study Strategies Inventory (LASSI) were examined. The test developers promote a model related to three uncorrelated components of strategic learning: skill, will, and self-regulation. Other investigators have shown empirical support for a three-factor correlated model characterized by effort-related activities, goal orientation, and cognitive activities (ER-GO-CA). Neither model has bee…
Initial Development and Cross-Validation of the Adolescent Grief Response Inventory
The current research project sought to develop and validate an instrument to assess the multidimensional aspects of grief in response to the death of a loved one as it pertains to adolescents. A resulting 34-item scale with five factors emerged from an initial validation, with a subsequent cross-validation confirming the reliability and validity estimates. Preliminary results suggest the instrument may be useful in clinical settings and to practi…
Parent Ratings Using the Chinese Version of the Parent Gifted Rating Scales–School Form Reliability and Validity for Chinese Students
This study examined the reliability and validity of the scores of a Chinese-translated version of the Gifted Rating Scales–School Form (GRS-S) using parents as raters and explored the effects of gender and grade on the ratings. A total of 222 parents participated in the study and rated their child independently using the Chinese version of the Parent GRS-S (CVPGRS-S). Results indicate high reliability for parent rating scores and statistically si…
The Reliability and Validity of a Spanish Translated Version of the Gifted Rating Scales
This study was a preliminary examination of the psychometric properties of a newly developed Spanish translated version of the Gifted Rating Scales-School Form (GRS-S) . Data was collected from elementary and middle schools in northeastern Puerto Rico. Thirty teachers independently rated 153 students using the GRS-S Spanish Form. Results indicated strong internal consistency for teacher ratings with alphas ranging from .98 to .99. Intercorrelatio…
Peer Effects in Preschool Classrooms
With an increasing number of young children participating in preschool education, this study determined whether peer effects are present in this earliest sector of schooling. Specifically, this work examined whether peer effects were influential to preschoolers’ growth in language skills over an academic year and whether peer effects manifest differently based on children’s status in reference to their peers. Peer effects were assessed for 338 ch…
A standardized tool for assessing the quality of classroom-based shared reading
Developmental Relations Between Vocabulary Knowledge and Reading Comprehension
The present study followed a sample of first-grade (N = 316, Mage = 7.05 at first test) through fourth-grade students to evaluate dynamic developmental relations between vocabulary knowledge and reading comprehension. Using latent change score modeling, competing models were fit to the repeated measurements of vocabulary knowledge and reading comprehension to test for the presence of leading and lagging influences. Univariate models indicated gro…
Modeling the co-development of correlated processes with longitudinal and cross-construct effects
Conceptualizations of developmental trends are driven by the particular method used to analyze the period of change of interest. Various techniques exist to analyze developmental data, including individual growth curve analysis in observed and latent frameworks, cross-lagged regression to assess interrelations among variables, and multilevel frameworks that consider time as nested within individual. In this paper, we report on findings from a lat…
The Contribution of General Reading Ability to Science Achievement
This study explored the relationship between the reading ability and science achievement of students in grades 5, 8, and 9. Reading ability was assessed with four measures: word recognition, vocabulary, syntactic knowledge, and comprehension (23% of all passages were on science topics). Science achievement was assessed with state criterion–referenced measures. Both the reading and the science measures included inference items. Using multiple‐grou…
Rapid Automatic Naming Performance of Young Spanish-English Speaking Children
The aim of this preliminary study was to examine the feasibility of a rapid automatic naming (RAN) task for young Spanish-English speaking dual language learners (DLLs) and to examine the relationship between children's performance on RAN and other standardized language and literacy assessments. A total of 275 Spanish-English speaking children in kindergarten and first grade attempted a RAN task and completed assessments of language and early lit…
Using n -Level Structural Equation Models for Causal Modeling in Fully Nested, Partially Nested, and Cross-Classified Randomized Controlled Trials
Complex data structures are ubiquitous in psychological research, especially in educational settings. In the context of randomized controlled trials, students are nested in classrooms but may be cross-classified by other units, such as small groups. Furthermore, in many cases only some students may be nested within a unit while other students may not. Such instances of partial nesting requires a more flexible framework for estimating treatment ef…
Identifying and Serving Students With Learning Disabilities, Including Dyslexia, in the Context of Multitiered Supports and Response to Intervention
Differential codevelopment of vocabulary knowledge and reading comprehension for students with and without learning disabilities
14,146). Students were tested for their vocabulary breadth and passage comprehension skills in Kindergarten through fourth grade. For typically developing students, there were bidirectional influences between their vocabulary knowledge and reading comprehension skills. There were no cross-lagged influences across constructs for students with an LD. We find evidence for a developmental delay, such that students with an LD had similar levels and ga…
Academic language and listening comprehension—Two sides of the same coin? An empirical examination of their dimensionality, relations to reading comprehension, and assessment modality
Two widely studied language skills in relation to reading comprehension are listening comprehension skill and academic language proficiency. Although their constituent skills and theoretical accounts of how they are related to reading comprehension share a large overlap, they have been studied in separate lines of work. In this study, we investigated the dimensionality of listening comprehension and academic language proficiency tasks, their rela…
Past perspectives and new opportunities for the explanatory item response model
Teaching Together
Translational Science
Despite scientific advances that have informed our understanding of reading acquisition and development, a profound gap exists between empirical findings and the implementation of evidence‐based practices in the assessment and instruction of reading in school settings. The debate regarding the practical implications of the science of reading (SOR) and its implementation in authentic school settings is palpable. As researchers, practitioners, poli…
How the Science of Reading Informs 21st‐Century Education
The science of reading should be informed by an evolving evidence base built on the scientific method. Decades of basic research and randomized controlled trials of interventions and instructional routines have formed a substantial evidence base to guide best practices in reading instruction, reading intervention, and the early identification of at‐risk readers. The recent resurfacing of questions about what constitutes the science of reading is …
Multidimensional morphological assessment for middle school students
Background Middle school students use the information conveyed by morphemes (i.e., units of meaning such as prefixes, root words and suffixes) in different ways to support their literacy endeavours, suggesting the likelihood that morphological knowledge is multidimensional. This has important implications for assessment. Methods The current study investigates the dimensionality of morphological knowledge considering the performance of 3,214 fifth…
Comparing the Effects of Reading Intervention Versus Reading and Mindset Intervention for Upper Elementary Students With Reading Difficulties
The primary purpose of this study was to examine the effects of providing mindset intervention in addition to reading intervention compared with only reading intervention for fourth graders with reading difficulties. Reading intervention was provided daily in 45 min sessions throughout the school year. Mindset intervention occurred in small groups for 24–30 min lessons. Multilevel structural equation modeling (SEM) via n-level SEM was used to acc…
Reading prosody unpacked
We investigated the dimensionality of various indicators of reading prosody, and the relations of word reading and listening comprehension to the identified dimension(s) of reading prosody, using longitudinal data from Grades 1 to 3. A total of 371 English-speaking children were assessed on oral text reading, word reading, and listening comprehension in the fall and spring of each year (i.e., 6 waves of data). From oral text reading, reading pros…
Modeling and Visualizing the Codevelopment of Word and Nonword Reading in Children From First Through Fourth Grade
Developmental studies examining relations between word reading (WR) and decoding in typical and dyslexic populations routinely cut the reading distribution to form distinct groups. However, dichotomizing continuous variables to study development is problematic for multiple reasons. Instead, we modeled and visualized the parallel growth of WR and nonword reading (NWR) factor scores longitudinally in a Grade 1–4 developmental sample (N = 588). The …
Influences of individual, text, and assessment factors on text/discourse comprehension in oral language (listening comprehension)
Data-based individualization in mathematics to support middleschool teachers and their students with mathematics learning difficulty
What is text reading fluency and is it a predictor or an outcome of reading comprehension? A longitudinal investigation
Text reading fluency refers to the ability to read connected texts with accuracy, speed, and expression (prosody), and has garnered substantial attention as an important skill for reading comprehension. However, two fundamental questions remain-the dimensionality of text reading fluency including text reading efficiency (accuracy and speed) and reading prosody, and the directionality of the relation between text reading fluency and reading compre…
Psychology (37 obras) · Reading and Literacy Development (28 obras) · Linguistics (18 obras) · Developmental psychology (17 obras) · Mathematics education (16 obras) · Reading (process) (16 obras) · Cognitive psychology (13 obras) · Computer Science (13 obras) · Reading comprehension (12 obras) · Literacy (11 obras)