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MICHAEL SOLIS

University of California, Riverside, Graduate School of Education, Faculty Member

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Michael Solis, Ph.D. is an Assistant Professor of Special Education in the Graduate School of Education at the University of California Riverside. He is experienced running experimental and single-case design studies. His line of research focuses on vocabulary and reading comprehension interventions for students with reading difficulties in grades 4-12.

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Papers by MICHAEL SOLIS

Characteristics of Individualized Education Programs for Students with Learning Disabilities: A Systematic Review

Students who receive special education services are entitled to receive an Individualized Educati... more Students who receive special education services are entitled to receive an Individualized Education Program (IEP) that provides an appropriate level of benefit. Although IEP content is informed by policy mandates and practice recommendations, research has yet to investigate the degree to which school practice is in alignment. The purpose of this investigation was to perform a systematic review of peer reviewed studies investigating the characteristics and/or quality of IEPs for students with learning disabilities (LD). A multi-step article identification process revealed 11 studies meeting selection criteria, many of which did not report specific demographic characteristics and findings for students with LD. However, some concerns regarding IEP quality are documented within this pool of investigations. Study limitations and areas for future research are discussed.

A Synthesis of Reading Prosody: Evaluating Phrasing and Syntax Interventions

Reading & Writing Quarterly, Jan 5, 2023

Research on prosody suggests it is an important consideration for both reading fluency and readin... more Research on prosody suggests it is an important consideration for both reading fluency and reading comprehension however research on how to teach prosody is limited. This systematic review expands the understanding of prosody by examining intervention studies of prosody focused on instruction to improve syntax and phrasing outcomes. A total of 18 studies between 1985 and 2020 (N ¼ 770, Grades K-12) met inclusion criteria. Six studies were experimental and 13 were quasi experimental. Intervention instruction focused on modeling, instruction on a specific prosody component (e.g., syntax and phrasing), repeated reading, partner reading, independent reading, silent reading, choral reading, readers theater, and computer programs. Overall findings indicate interventions which include repeated reading and one or more of the following, modeled reading or immediate feedback have larger effects on prosody compared to interventions that include repeated reading and only instruction on a specific prosody component (e.g., syntax and phrasing). Reading prosody interventions: instruction supporting improvements with phrasing and syntax Reading prosody is considered a primary component of fluency in addition to the more frequently investigated components of speed and accuracy (automaticity) (Wolters et al., 2022). The subcomponents of reading prosody have been defined to include one or more of the following: expression (e.g., pitch and tone), syntax (e.g., grammatical cues as idea units), and phrasing/smoothness (e.g., word grouping) (Hudson et al., 2008; Kuhn, 2005; Rasinski et al., 2011). Research examining reading prosody has shown that improving reading prosody performance is critical as it supports fluency, which is important for supporting students' ability to understand text (

Intensive Reading Interventions for Adolescents and the Challenges of Comorbid Reading and Behavioral Difficulties

Delivering Intensive, Individualized Interventions to Children and Youth with Learning and Behavioral Disabilities

Reading enhancements for students with autism spectrum disorder: A matched randomized pilot experimental study

Research in Autism Spectrum Disorders, 2022

Background: For students with ASD, improving reading comprehension is critical, increasing both t... more Background: For students with ASD, improving reading comprehension is critical, increasing both their opportunities for successful postsecondary experiences including attending college and obtaining meaningful employment. Method: We conducted a matched randomized pilot experimental study for students with ASD in grades 3-8 (N=28). An independent researcher matched participants according to symptom severity and reading fluency and then randomly assigned a member of each pair to treatment or comparison condition. Participants in treatment condition were provided 1:1 instruction for 23-30 sessions (M = 27) of 30 minutes each four to five days per week. Instructional components included (a) vocabulary instruction; (b) fluency with text, and (c) reading comprehension. Results: The intervention was associated with significant gains in reading comprehension [WJ-PC scores of 22.62 (se=8.19, df=3, p=.070) for students at GARS severity level 1; p value < 0.10], and with significant gains in vocabulary scores of 10.19 (se=2.78, df=3, p=.035) and 5.46 (se=1.60, df=3, p=.042) for students rated at GARS severity levels 1 and 2. Significant effects were not detected for scores on researcher-developed measure of reading comprehension or a standardized measure of reading and fluency (TOSREC). Conclusions: Although growth is modest and appears to be limited to participants who are in the mid to higher range of the autism spectrum, considering the need for evidence-based practices we interpret the findings as having implications for instruction.

A Two‐Study Conceptual Replication Investigating the Role of Initial Word‐Reading Skills with Response to Intervention for High School Students

Learning Disabilities Research & Practice

Response to intervention for high school students: examining baseline word reading skills and reading comprehension outcomes

Annals of Dyslexia, 2022

The purpose of this post hoc analysis was to analyze if pre-intervention word reading skills cont... more The purpose of this post hoc analysis was to analyze if pre-intervention word reading skills contributed to intervention response on reading comprehension outcomes. High school students with reading difficulties were randomized to a business as usual (BaU) or treatment condition that provided 2 years of an intensive, multicomponent word reading and reading comprehension intervention. Participants were assessed on measures of word reading and reading comprehension for pretest and reading comprehension only for posttest. Findings revealed no statistically significant differences with word-level fluency modeled as a continuous variable between treatment and control on reading comprehension. Regardless of assignment to condition, higher word-level fluency scores predicted higher posttest outcomes on years 1 and 2 reading comprehension scores.

With Behavioral and Social Skill Outcomes: A Synthesis of Research

sagepub.com/journalsPermissions.nav

Word Study Intervention for Students with ASD: A Multiple Baseline Study of Data-Based Individualization

Education and training in autism and developmental disabilities, 2018

Author(s): Solis, Michael; El Zein, Farah; Black, Marie; Miller, Alexandra; Therrien, William J; ... more

Story Grammar Instruction with Third and Fifth Grade Students with Learning Disabilities and Other Struggling Readers

Learning Disabilities: A Contemporary Journal, 2015

Reading comprehension is difficult for many students with disabilities, including those with spec... more Reading comprehension is difficult for many students with disabilities, including those with specific learning disabilities. However these students can be explicitly taught strategies to improve their comprehension abilities. One such strategy is teaching students story grammar in order to provide them with a framework for understanding narrative text. In this article, we present the results of a multiple-baseline across groups study conducted with third and fifth grade students. All students improved from baseline to posttest and maintenance scores remained above baseline. Nonoverlap of All Points (NAP) data demonstrates very low overlap between baseline points and intervention points for all students. Results indicated that story grammar interventions might improve reading outcomes for students with disabilities in grades 3-5.

Reading Instruction for Students with and At Risk for Emotional and Behavioral Disorders: A Synthesis of Observation Research

Journal of Behavioral Education, 2021

Observation research can shed light on the degree to which students have access to research-based... more Observation research can shed light on the degree to which students have access to research-based instruction and intervention. In this systematic review of reading observation research for students with and at risk for emotional and behavioral disorders, we sought to identify trends in the settings and student populations investigated and research methods used, as well as to determine the degree to which this student population has access to research-based reading instruction. Eleven studies meeting selection criteria were identified and coded to extract information that was salient to research questions. Although the extant observation research is limited, findings suggest that concerns raised by (Vaughn et al., Journal of Special Education 36:2-13, 2002) approximately 18 years ago remain. Study limitations, implications for school practice, and areas for future research are discussed.

The Effects of One versus Two Years of Intensive Reading Intervention Implemented with Late Elementary Struggling Readers

Learning Disabilities Research & Practice, 2017

We examined the effectiveness of a researcher-provided reading intervention with 484 fourth grade... more We examined the effectiveness of a researcher-provided reading intervention with 484 fourth graders with significant reading difficulties. Students were randomly assigned to one year of intervention, two years of intervention, or a business-as-usual comparison condition (BAU). Students assigned to two years of intervention demonstrated significantly greater gains in reading fluency compared to students who received one year of intervention and the BAU group. Students in both the one-and two-year groups demonstrated similar and significantly larger gains in word reading in comparison to the BAU group. There were no statistically significant differences between the three groups on standardized measures of reading comprehension. We discuss these results in the context of research with late elementary and secondary students targeting reading comprehension.

Embedding perseverative interest of a child with autism in text may result in improved reading comprehension: A pilot study

Developmental Neurorehabilitation, 2014

Objective: We investigated the effects of embedding the perseverative interest (PI) of a child wi... more Objective: We investigated the effects of embedding the perseverative interest (PI) of a child with autism (i.e. cars) within texts on reading comprehension. Methods: A PI text condition (text altered to include cars) was compared with a non-PI text condition (same story without cars inserted) in an alternating treatment design. Dependent variables were responses to reading comprehension questions and number of words uttered during an oral retell (i.e. curriculum-based measures [CBMs]). The reading level, instructional routines, and therapist where held constant across the randomly alternated conditions. Results: Both CBMs suggested that reading comprehension was enhanced when the story included the child's PI. Conclusions: These preliminary findings suggest that embedding the PIs of students with autism spectrum disorder within readings may result in more accurate responses to reading comprehension questions and more detailed oral retelling. These findings are discussed in terms of potential directions for future research.

The effects of a multicomponent reading intervention and a no treatment comparison on the reading comprehension of adolescent students who are adequate word readers and low in reading comprehension

How Grades 4 to 8 Teachers Can Deliver Intensive Vocabulary and Reading Comprehension Interventions to Students With High-Functioning Autism Spectrum Disorder

Beyond Behavior

This article discusses use of a multicomponent intervention to develop the reading skill and perf... more This article discusses use of a multicomponent intervention to develop the reading skill and performance of grades 4 to 8 students identified with high-functioning autism spectrum disorder. Reading intervention targets for this population are vocabulary, fluency, and comprehension. Reading intervention elements involve explicit vocabulary instruction, repeated reading with sentence-level comprehension, question-answering relationships, and main idea summarization. Included in the article are explicit instructional routines and curricular materials supported by empirical evidence for the intervention elements.

Embedding Self-Regulation Into Reading Interventions to Support Reading and Behavior Outcomes

TEACHING Exceptional Children

Effects of Topical Antimicrobial Formulations on Pseudomonas aeruginosa Biofilm in an In vivo Porcine Burn Wound Model

Silver has been incorporated into a variety of wound dressings and topical agents to prevent and ... more Silver has been incorporated into a variety of wound dressings and topical agents to prevent and combat wound infections. Pseudomonas aeruginosa is a common cause of burn wound infections and well-known biofilm producer. The objective of this study was to evaluate the effects of a panel of wound dressings containing different silver formulations on P. aeruginosa biofilms using an in vivo porcine burn wound model. Second-degree burns were created on the skin of specific pathogen-free pigs (n = 3) and inoculated with 2.14 x 105 cfu P. aeruginosa per wound. Biofilms were allowed to develop for 24 h, and then each wound was treated with one of 6 treatments: silver oxynitrate dressing (OXY), silver oxynitrate powder (POWD), nanocrystalline silver dressing (NANO), silver chloride dressing (AGCL), silver sulfadiazine (SSD), or a negative control polyurethane film with no silver-based formulation (NEG). Wounds were cultured at D3 post-infection (n = 3 per pig per treatment) and at D6 post-i...

Vocabulary and Main Idea Reading Intervention Using Text Choice to Improve Content Knowledge and Reading Comprehension of Adolescents With Autism Spectrum Disorder

Behavior Modification

Effects of single-case reading interventions for students with and at-risk of emotional and behavioral disorders in grades K-12: A quantitative synthesis

Psychology in the Schools

This study examined the effects of reading interventions from single-case design studies for stud... more This study examined the effects of reading interventions from single-case design studies for students with and at-risk of emotional and behavioral disorders in grades K-12 using a quantitative synthesis. Seventeen studies met the selection criteria of having one more dependent variables meeting what works clearinghouse (WWC) design standards with or without reservations. Although students' reading performance significantly improved from baseline to intervention phases (p < 0.001), the overall weighted average effect size was weak (Tau-U = 0.58, 95% confidence interval = [0.54, 0.63]; d = 0.29); smaller effects were found on reading comprehension. Interventions were less effective for students in secondary grades, students with a comorbid disability, and students in substantially separate settings. While no studies meeting the selection criteria were conducted in inclusive settings, the teacher provided interventions were more effective than those provided by researchers suggesting the importance of the student-teacher relationship for reading instruction. Study limitations, areas for future research, and implications for school practices are discussed.

Effects of Reading Comprehension and Vocabulary Intervention on Comprehension-Related Outcomes for Ninth Graders With Low Reading Comprehension

Reading & Writing Quarterly

This experimental study examined the efficacy of a multicomponent reading intervention compared t... more This experimental study examined the efficacy of a multicomponent reading intervention compared to a business-as-usual comparison condition on the reading comprehension and content area vocabulary outcomes of adolescent students with low reading comprehension. We randomly assigned 9th-grade students with low reading comprehension to a researcherprovided intervention (n ¼ 51) or a business-as-usual comparison (n ¼ 49) group. Reading interventionists provided weekly instruction for 2 semesters (M ¼ 114 hr) to small groups of students (M ¼ 5). We estimated intervention effects for each outcome measure using repeated measures analyses of covariance (ANCOVAs) for measures of reading and vocabulary. Results indicated statistically significant differences between students in the intervention and comparison conditions on measures of vocabulary and on the Test of Sentence Reading Efficiency and Comprehension (TOSREC) and no differences on the Woodcock-Johnson III Passage Comprehension subtest. Repeated measures ANCOVAs indicated large effect sizes on vocabulary measures between intervention and comparison students on multiplechoice and free response items (g p 2 ¼ .16 and .19, respectively) and small effect sizes on the TOSREC (g p 2 ¼ .02).

Learning What to Attend to: From the Lab to the Classroom

Journal of cognitive neuroscience, Jan 31, 2018

Research in adult cognitive neuroscience addresses the bidirectional relationship between attenti... more Research in adult cognitive neuroscience addresses the bidirectional relationship between attentional selection and prior knowledge gained from learning and experience. This research area is ready for integration with developmental cognitive neuroscience, in particular with educational neuroscience. We review one aspect of this research area, learning what to attend to, to propose a path of integration from highly controlled experiments based on developmental and adult cognitive theories to inform cognitive interventions for learners across the lifespan. In particular, we review the research program that we have developed over the last few years, describe the constraints that we have faced in integrating adult and developmental paradigms, and delineate suggested next steps to inform educational neuroscience in more applied ways. Our proposed path of integration transitions from basic to applied research, while also, by converse, suggesting that input from education could inform new ...

Characteristics of Individualized Education Programs for Students with Learning Disabilities: A Systematic Review

Students who receive special education services are entitled to receive an Individualized Educati... more Students who receive special education services are entitled to receive an Individualized Education Program (IEP) that provides an appropriate level of benefit. Although IEP content is informed by policy mandates and practice recommendations, research has yet to investigate the degree to which school practice is in alignment. The purpose of this investigation was to perform a systematic review of peer reviewed studies investigating the characteristics and/or quality of IEPs for students with learning disabilities (LD). A multi-step article identification process revealed 11 studies meeting selection criteria, many of which did not report specific demographic characteristics and findings for students with LD. However, some concerns regarding IEP quality are documented within this pool of investigations. Study limitations and areas for future research are discussed.

A Synthesis of Reading Prosody: Evaluating Phrasing and Syntax Interventions

Reading & Writing Quarterly, Jan 5, 2023

Research on prosody suggests it is an important consideration for both reading fluency and readin... more Research on prosody suggests it is an important consideration for both reading fluency and reading comprehension however research on how to teach prosody is limited. This systematic review expands the understanding of prosody by examining intervention studies of prosody focused on instruction to improve syntax and phrasing outcomes. A total of 18 studies between 1985 and 2020 (N ¼ 770, Grades K-12) met inclusion criteria. Six studies were experimental and 13 were quasi experimental. Intervention instruction focused on modeling, instruction on a specific prosody component (e.g., syntax and phrasing), repeated reading, partner reading, independent reading, silent reading, choral reading, readers theater, and computer programs. Overall findings indicate interventions which include repeated reading and one or more of the following, modeled reading or immediate feedback have larger effects on prosody compared to interventions that include repeated reading and only instruction on a specific prosody component (e.g., syntax and phrasing). Reading prosody interventions: instruction supporting improvements with phrasing and syntax Reading prosody is considered a primary component of fluency in addition to the more frequently investigated components of speed and accuracy (automaticity) (Wolters et al., 2022). The subcomponents of reading prosody have been defined to include one or more of the following: expression (e.g., pitch and tone), syntax (e.g., grammatical cues as idea units), and phrasing/smoothness (e.g., word grouping) (Hudson et al., 2008; Kuhn, 2005; Rasinski et al., 2011). Research examining reading prosody has shown that improving reading prosody performance is critical as it supports fluency, which is important for supporting students' ability to understand text (

Intensive Reading Interventions for Adolescents and the Challenges of Comorbid Reading and Behavioral Difficulties

Delivering Intensive, Individualized Interventions to Children and Youth with Learning and Behavioral Disabilities

Reading enhancements for students with autism spectrum disorder: A matched randomized pilot experimental study

Research in Autism Spectrum Disorders, 2022

Background: For students with ASD, improving reading comprehension is critical, increasing both t... more Background: For students with ASD, improving reading comprehension is critical, increasing both their opportunities for successful postsecondary experiences including attending college and obtaining meaningful employment. Method: We conducted a matched randomized pilot experimental study for students with ASD in grades 3-8 (N=28). An independent researcher matched participants according to symptom severity and reading fluency and then randomly assigned a member of each pair to treatment or comparison condition. Participants in treatment condition were provided 1:1 instruction for 23-30 sessions (M = 27) of 30 minutes each four to five days per week. Instructional components included (a) vocabulary instruction; (b) fluency with text, and (c) reading comprehension. Results: The intervention was associated with significant gains in reading comprehension [WJ-PC scores of 22.62 (se=8.19, df=3, p=.070) for students at GARS severity level 1; p value < 0.10], and with significant gains in vocabulary scores of 10.19 (se=2.78, df=3, p=.035) and 5.46 (se=1.60, df=3, p=.042) for students rated at GARS severity levels 1 and 2. Significant effects were not detected for scores on researcher-developed measure of reading comprehension or a standardized measure of reading and fluency (TOSREC). Conclusions: Although growth is modest and appears to be limited to participants who are in the mid to higher range of the autism spectrum, considering the need for evidence-based practices we interpret the findings as having implications for instruction.

A Two‐Study Conceptual Replication Investigating the Role of Initial Word‐Reading Skills with Response to Intervention for High School Students

Learning Disabilities Research & Practice

Response to intervention for high school students: examining baseline word reading skills and reading comprehension outcomes

Annals of Dyslexia, 2022

The purpose of this post hoc analysis was to analyze if pre-intervention word reading skills cont... more The purpose of this post hoc analysis was to analyze if pre-intervention word reading skills contributed to intervention response on reading comprehension outcomes. High school students with reading difficulties were randomized to a business as usual (BaU) or treatment condition that provided 2 years of an intensive, multicomponent word reading and reading comprehension intervention. Participants were assessed on measures of word reading and reading comprehension for pretest and reading comprehension only for posttest. Findings revealed no statistically significant differences with word-level fluency modeled as a continuous variable between treatment and control on reading comprehension. Regardless of assignment to condition, higher word-level fluency scores predicted higher posttest outcomes on years 1 and 2 reading comprehension scores.

With Behavioral and Social Skill Outcomes: A Synthesis of Research

sagepub.com/journalsPermissions.nav

Word Study Intervention for Students with ASD: A Multiple Baseline Study of Data-Based Individualization

Education and training in autism and developmental disabilities, 2018

Author(s): Solis, Michael; El Zein, Farah; Black, Marie; Miller, Alexandra; Therrien, William J; ... more

Story Grammar Instruction with Third and Fifth Grade Students with Learning Disabilities and Other Struggling Readers

Learning Disabilities: A Contemporary Journal, 2015

Reading comprehension is difficult for many students with disabilities, including those with spec... more Reading comprehension is difficult for many students with disabilities, including those with specific learning disabilities. However these students can be explicitly taught strategies to improve their comprehension abilities. One such strategy is teaching students story grammar in order to provide them with a framework for understanding narrative text. In this article, we present the results of a multiple-baseline across groups study conducted with third and fifth grade students. All students improved from baseline to posttest and maintenance scores remained above baseline. Nonoverlap of All Points (NAP) data demonstrates very low overlap between baseline points and intervention points for all students. Results indicated that story grammar interventions might improve reading outcomes for students with disabilities in grades 3-5.

Reading Instruction for Students with and At Risk for Emotional and Behavioral Disorders: A Synthesis of Observation Research

Journal of Behavioral Education, 2021

Observation research can shed light on the degree to which students have access to research-based... more Observation research can shed light on the degree to which students have access to research-based instruction and intervention. In this systematic review of reading observation research for students with and at risk for emotional and behavioral disorders, we sought to identify trends in the settings and student populations investigated and research methods used, as well as to determine the degree to which this student population has access to research-based reading instruction. Eleven studies meeting selection criteria were identified and coded to extract information that was salient to research questions. Although the extant observation research is limited, findings suggest that concerns raised by (Vaughn et al., Journal of Special Education 36:2-13, 2002) approximately 18 years ago remain. Study limitations, implications for school practice, and areas for future research are discussed.

The Effects of One versus Two Years of Intensive Reading Intervention Implemented with Late Elementary Struggling Readers

Learning Disabilities Research & Practice, 2017

We examined the effectiveness of a researcher-provided reading intervention with 484 fourth grade... more We examined the effectiveness of a researcher-provided reading intervention with 484 fourth graders with significant reading difficulties. Students were randomly assigned to one year of intervention, two years of intervention, or a business-as-usual comparison condition (BAU). Students assigned to two years of intervention demonstrated significantly greater gains in reading fluency compared to students who received one year of intervention and the BAU group. Students in both the one-and two-year groups demonstrated similar and significantly larger gains in word reading in comparison to the BAU group. There were no statistically significant differences between the three groups on standardized measures of reading comprehension. We discuss these results in the context of research with late elementary and secondary students targeting reading comprehension.

Embedding perseverative interest of a child with autism in text may result in improved reading comprehension: A pilot study

Developmental Neurorehabilitation, 2014

Objective: We investigated the effects of embedding the perseverative interest (PI) of a child wi... more Objective: We investigated the effects of embedding the perseverative interest (PI) of a child with autism (i.e. cars) within texts on reading comprehension. Methods: A PI text condition (text altered to include cars) was compared with a non-PI text condition (same story without cars inserted) in an alternating treatment design. Dependent variables were responses to reading comprehension questions and number of words uttered during an oral retell (i.e. curriculum-based measures [CBMs]). The reading level, instructional routines, and therapist where held constant across the randomly alternated conditions. Results: Both CBMs suggested that reading comprehension was enhanced when the story included the child's PI. Conclusions: These preliminary findings suggest that embedding the PIs of students with autism spectrum disorder within readings may result in more accurate responses to reading comprehension questions and more detailed oral retelling. These findings are discussed in terms of potential directions for future research.

The effects of a multicomponent reading intervention and a no treatment comparison on the reading comprehension of adolescent students who are adequate word readers and low in reading comprehension

How Grades 4 to 8 Teachers Can Deliver Intensive Vocabulary and Reading Comprehension Interventions to Students With High-Functioning Autism Spectrum Disorder

Beyond Behavior

This article discusses use of a multicomponent intervention to develop the reading skill and perf... more This article discusses use of a multicomponent intervention to develop the reading skill and performance of grades 4 to 8 students identified with high-functioning autism spectrum disorder. Reading intervention targets for this population are vocabulary, fluency, and comprehension. Reading intervention elements involve explicit vocabulary instruction, repeated reading with sentence-level comprehension, question-answering relationships, and main idea summarization. Included in the article are explicit instructional routines and curricular materials supported by empirical evidence for the intervention elements.

Embedding Self-Regulation Into Reading Interventions to Support Reading and Behavior Outcomes

TEACHING Exceptional Children

Effects of Topical Antimicrobial Formulations on Pseudomonas aeruginosa Biofilm in an In vivo Porcine Burn Wound Model

Silver has been incorporated into a variety of wound dressings and topical agents to prevent and ... more Silver has been incorporated into a variety of wound dressings and topical agents to prevent and combat wound infections. Pseudomonas aeruginosa is a common cause of burn wound infections and well-known biofilm producer. The objective of this study was to evaluate the effects of a panel of wound dressings containing different silver formulations on P. aeruginosa biofilms using an in vivo porcine burn wound model. Second-degree burns were created on the skin of specific pathogen-free pigs (n = 3) and inoculated with 2.14 x 105 cfu P. aeruginosa per wound. Biofilms were allowed to develop for 24 h, and then each wound was treated with one of 6 treatments: silver oxynitrate dressing (OXY), silver oxynitrate powder (POWD), nanocrystalline silver dressing (NANO), silver chloride dressing (AGCL), silver sulfadiazine (SSD), or a negative control polyurethane film with no silver-based formulation (NEG). Wounds were cultured at D3 post-infection (n = 3 per pig per treatment) and at D6 post-i...

Vocabulary and Main Idea Reading Intervention Using Text Choice to Improve Content Knowledge and Reading Comprehension of Adolescents With Autism Spectrum Disorder

Behavior Modification

Effects of single-case reading interventions for students with and at-risk of emotional and behavioral disorders in grades K-12: A quantitative synthesis

Psychology in the Schools

This study examined the effects of reading interventions from single-case design studies for stud... more This study examined the effects of reading interventions from single-case design studies for students with and at-risk of emotional and behavioral disorders in grades K-12 using a quantitative synthesis. Seventeen studies met the selection criteria of having one more dependent variables meeting what works clearinghouse (WWC) design standards with or without reservations. Although students' reading performance significantly improved from baseline to intervention phases (p < 0.001), the overall weighted average effect size was weak (Tau-U = 0.58, 95% confidence interval = [0.54, 0.63]; d = 0.29); smaller effects were found on reading comprehension. Interventions were less effective for students in secondary grades, students with a comorbid disability, and students in substantially separate settings. While no studies meeting the selection criteria were conducted in inclusive settings, the teacher provided interventions were more effective than those provided by researchers suggesting the importance of the student-teacher relationship for reading instruction. Study limitations, areas for future research, and implications for school practices are discussed.

Effects of Reading Comprehension and Vocabulary Intervention on Comprehension-Related Outcomes for Ninth Graders With Low Reading Comprehension

Reading & Writing Quarterly

This experimental study examined the efficacy of a multicomponent reading intervention compared t... more This experimental study examined the efficacy of a multicomponent reading intervention compared to a business-as-usual comparison condition on the reading comprehension and content area vocabulary outcomes of adolescent students with low reading comprehension. We randomly assigned 9th-grade students with low reading comprehension to a researcherprovided intervention (n ¼ 51) or a business-as-usual comparison (n ¼ 49) group. Reading interventionists provided weekly instruction for 2 semesters (M ¼ 114 hr) to small groups of students (M ¼ 5). We estimated intervention effects for each outcome measure using repeated measures analyses of covariance (ANCOVAs) for measures of reading and vocabulary. Results indicated statistically significant differences between students in the intervention and comparison conditions on measures of vocabulary and on the Test of Sentence Reading Efficiency and Comprehension (TOSREC) and no differences on the Woodcock-Johnson III Passage Comprehension subtest. Repeated measures ANCOVAs indicated large effect sizes on vocabulary measures between intervention and comparison students on multiplechoice and free response items (g p 2 ¼ .16 and .19, respectively) and small effect sizes on the TOSREC (g p 2 ¼ .02).

Learning What to Attend to: From the Lab to the Classroom

Journal of cognitive neuroscience, Jan 31, 2018

Research in adult cognitive neuroscience addresses the bidirectional relationship between attenti... more Research in adult cognitive neuroscience addresses the bidirectional relationship between attentional selection and prior knowledge gained from learning and experience. This research area is ready for integration with developmental cognitive neuroscience, in particular with educational neuroscience. We review one aspect of this research area, learning what to attend to, to propose a path of integration from highly controlled experiments based on developmental and adult cognitive theories to inform cognitive interventions for learners across the lifespan. In particular, we review the research program that we have developed over the last few years, describe the constraints that we have faced in integrating adult and developmental paradigms, and delineate suggested next steps to inform educational neuroscience in more applied ways. Our proposed path of integration transitions from basic to applied research, while also, by converse, suggesting that input from education could inform new ...