Elizabeth Rodgers
Dados Biográficos
| ID | 701732 |
|---|---|
| NOME | Elizabeth Rodgers |
| PRENOMES | Elizabeth |
| SOBRENOME | Rodgers |
| ASSINATURA | RODGERS E |
| AFILIAÇÕES | The Ohio State University |
| ORCID | 0000-0001-5971-1382 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAÇÕES | 7 |
| TOTAL COMO AUTOR | 9 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2016 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 2 |
Theoretical Foundation and Validation of the Record of Decision-Making (Rodm)
This study presents the development and validation of the Record of Decision-Making (RODM), a formative assessment designed to measure beginning readers’ use of phonic elements to decode unknown words while reading. Grounded in overlapping wave theory and theories of early reading development, the RODM captures adaptive strategy use during oral reading, including rereading and subword analysis. Using multifaceted Rasch modeling, the authors demon…
Pairing phrase‐cued text with readers theatre
Background We examine effects on oral reading fluency (defined as automatic word recognition and prosody) when phrase‐cued text (defined as marking the phrase boundaries in text) is layered on to readers theatre, an evidence‐based instructional format that includes multiple readings over a period of about 5 days as students practice and prepare to orally perform a poem or play for an audience. Methods Ten first‐ to third‐grade students (ages 6–9 …
Scoring Running Records
Running Records are thought to be an excellent formative assessment tool because they generate results that educators can use to make their teaching more responsive. Despite the technical nature of scoring Running Records and the kinds of important decisions that are attached to their analysis, few studies have investigated assessor accuracy. We measured precision across 114 teachers who were given a pre-coded Running Record to analyze by compari…
Teachers' Beliefs and Their Students' Progress in Professional Development
We respond to calls for more research to address whether and how successful professional development (PD) experiences (defined here in terms of student progress) are related to changes in teacher beliefs, specifically about effective literacy instruction for young struggling readers. We developed a measure, a Teacher Belief Score, to identify teacher beliefs present in interview data and we used student achievement data to create two contrasting …
The effects of Heroes on the achievement levels of beginning readers with individualized education programs
The Every Student Succeeds Act of 2015 requires the use of evidence in adopting programs, particularly for children with reading disabilities. A quasi-experimental study was conducted to evaluate the effects of a literacy intervention called Helping Early Readers Obtain Excellence in Special Education (HEROES), developed for children ages six to 10 with or at-risk of having reading disabilities. After establishing baseline equivalence on two outc…
Addressing Inadequacies of the Observation Survey of Early Literacy Achievement
The authors used nationally based, random sample data from three different years (2009–2010, 2011–2012, and 2014–2015) for nearly 20,000 first‐grade students ( n = 9,760, 3,657, and 3,121, respectively) to examine long‐reported inadequacies of a commonly used early literacy assessment tool, the Observation Survey of Early Literacy Achievement ( OSELA ), chief among them the skewness and nonequal interval nature of the scores that are obtained on …
Literacy Achievement Trends at Entry to First Grade
Recent shifts in policy and practice have brought an increasingly more academic focus to the early grades, evidenced in rising standards and the now widely accepted notion that kindergarten is the new first grade. These views however are mostly supported by teacher and parent self-reports and not by an analysis of literacy achievement data. We created an up-to-date literacy profile for beginning readers using a multiple cohort database that conta…
Partnership Building and Implementation of an Integrated Healthy-Aging Program
This collaborative partnership created a productive synergy maximizing strengths in both research and program delivery
Examining the Nature of Scaffolding in an Early Literacy Intervention
In this study, we used Reading Recovery as the context to examine the relationship between three types of contingent teaching (temporal, instructional, and domain contingency) and student outcomes in a one‐to‐one literacy tutoring setting. We first created a National Teacher Effectiveness Index for all Reading Recovery teachers in the country and then used that index to identify two distinct groups of teachers from an existing data repository of …
Literacy Achievement Trends at Entry to First Grade
Recent shifts in policy and practice have brought an increasingly more academic focus to the early grades, evidenced in rising standards and the now widely accepted notion that kindergarten is the new first grade. These views however are mostly supported by teacher and parent self-reports and not by an analysis of literacy achievement data. We created an up-to-date literacy profile for beginning readers using a multiple cohort database that conta…
Examining the Nature of Scaffolding in an Early Literacy Intervention
In this study, we used Reading Recovery as the context to examine the relationship between three types of contingent teaching (temporal, instructional, and domain contingency) and student outcomes in a one‐to‐one literacy tutoring setting. We first created a National Teacher Effectiveness Index for all Reading Recovery teachers in the country and then used that index to identify two distinct groups of teachers from an existing data repository of …
Addressing Inadequacies of the Observation Survey of Early Literacy Achievement
The authors used nationally based, random sample data from three different years (2009–2010, 2011–2012, and 2014–2015) for nearly 20,000 first‐grade students ( n = 9,760, 3,657, and 3,121, respectively) to examine long‐reported inadequacies of a commonly used early literacy assessment tool, the Observation Survey of Early Literacy Achievement ( OSELA ), chief among them the skewness and nonequal interval nature of the scores that are obtained on …
Partnership Building and Implementation of an Integrated Healthy-Aging Program
This collaborative partnership created a productive synergy maximizing strengths in both research and program delivery
Examining the Nature of Scaffolding in an Early Literacy Intervention
In this study, we used Reading Recovery as the context to examine the relationship between three types of contingent teaching (temporal, instructional, and domain contingency) and student outcomes in a one‐to‐one literacy tutoring setting. We first created a National Teacher Effectiveness Index for all Reading Recovery teachers in the country and then used that index to identify two distinct groups of teachers from an existing data repository of …
Literacy Achievement Trends at Entry to First Grade
Recent shifts in policy and practice have brought an increasingly more academic focus to the early grades, evidenced in rising standards and the now widely accepted notion that kindergarten is the new first grade. These views however are mostly supported by teacher and parent self-reports and not by an analysis of literacy achievement data. We created an up-to-date literacy profile for beginning readers using a multiple cohort database that conta…
Addressing Inadequacies of the Observation Survey of Early Literacy Achievement
The authors used nationally based, random sample data from three different years (2009–2010, 2011–2012, and 2014–2015) for nearly 20,000 first‐grade students ( n = 9,760, 3,657, and 3,121, respectively) to examine long‐reported inadequacies of a commonly used early literacy assessment tool, the Observation Survey of Early Literacy Achievement ( OSELA ), chief among them the skewness and nonequal interval nature of the scores that are obtained on …
The effects of Heroes on the achievement levels of beginning readers with individualized education programs
The Every Student Succeeds Act of 2015 requires the use of evidence in adopting programs, particularly for children with reading disabilities. A quasi-experimental study was conducted to evaluate the effects of a literacy intervention called Helping Early Readers Obtain Excellence in Special Education (HEROES), developed for children ages six to 10 with or at-risk of having reading disabilities. After establishing baseline equivalence on two outc…
Teachers' Beliefs and Their Students' Progress in Professional Development
We respond to calls for more research to address whether and how successful professional development (PD) experiences (defined here in terms of student progress) are related to changes in teacher beliefs, specifically about effective literacy instruction for young struggling readers. We developed a measure, a Teacher Belief Score, to identify teacher beliefs present in interview data and we used student achievement data to create two contrasting …
Scoring Running Records
Running Records are thought to be an excellent formative assessment tool because they generate results that educators can use to make their teaching more responsive. Despite the technical nature of scoring Running Records and the kinds of important decisions that are attached to their analysis, few studies have investigated assessor accuracy. We measured precision across 114 teachers who were given a pre-coded Running Record to analyze by compari…
Theoretical Foundation and Validation of the Record of Decision-Making (Rodm)
This study presents the development and validation of the Record of Decision-Making (RODM), a formative assessment designed to measure beginning readers’ use of phonic elements to decode unknown words while reading. Grounded in overlapping wave theory and theories of early reading development, the RODM captures adaptive strategy use during oral reading, including rereading and subword analysis. Using multifaceted Rasch modeling, the authors demon…
Pairing phrase‐cued text with readers theatre
Background We examine effects on oral reading fluency (defined as automatic word recognition and prosody) when phrase‐cued text (defined as marking the phrase boundaries in text) is layered on to readers theatre, an evidence‐based instructional format that includes multiple readings over a period of about 5 days as students practice and prepare to orally perform a poem or play for an audience. Methods Ten first‐ to third‐grade students (ages 6–9 …
Psychology (7 obras) · Reading and Literacy Development (7 obras) · Mathematics education (6 obras) · Literacy (5 obras) · Pedagogy (5 obras) · Developmental psychology (3 obras) · Parental Involvement in Education (3 obras) · Rasch model (3 obras) · Reading (process) (3 obras) · Academic achievement (2 obras)