Inspiration for CSAL

Our previous work in the areas of adult literacy, curriculum, AutoTutor, Coh-Metrix, statistical analysis, and student motivation inspired our ideas for this Center’s focus. A selection of articles and book chapters representative of our previous work are listed below.

Adult Literacy:

Assessments:

Greenberg, D., Pae, H. K., Morris, R. D., Calhoon, M. B., & Nanda, A. O. (2009). Measuring adult literacy students’ reading skills using the Gray Oral Reading Test. Annals of Dyslexia, 59, 133-149. doi:10.1007/s11881-009-0027-8.
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2794989/pdf/nihms-151709.pdf

Hall, R., Greenberg, D., Laures-Gore, J., & Pae. H. K. (2012). The relationship between expressive vocabulary and reading skills for adult struggling readers. Journal of Research in Reading. Advance online publication. doi: 10.1111/j.1467-9817.2012.01537.x
http://onlinelibrary.wiley.com/doi/10.1111/j.1467-9817.2012.01537.x/abstract

Pae, H., & Greenberg, D. (in press). The relationship between receptive and expressive subskills of adult English learners’ academic L2 skills: A multigroup approach. Reading Psychology.

Pae, H. K., Greenberg, D., & Morris, R. D. (2012). Construct validity and measurement invariance of the Peabody Picture Vocabulary Test-III Form A in the performance of struggling adult readers: Rasch modeling. Language Assessment Quarterly, 9, 152-171. doi: 10.1080/15434303.2011.613504.
http://www.ncbi.nlm.nih.gov/pubmed/22639554

Pae, H. K., Greenberg, D., & Williams, R. S.(2012). An analysis of differential response patterns on the Peabody Picture Vocabulary Test-IIIB in adult struggling readers and third-grade children. Reading and Writing: An Interdisciplinary Journal, 25,  1239-1258. doi:10.1007/s11145-011-9315-x   
http://link.springer.com/article/10.1007%2Fs11145-011-9315-x

Taylor, N. A., Greenberg, D., Laures-Gore, J., & Wise, J. C. (2012). Exploring the syntactic skills of struggling adult readers. Reading and Writing: An Interdisciplinary Journal, 25, 1385-1402. doi: 10.1007/s11145-011-9324-9
http://link.springer.com/article/10.1007%2Fs11145-011-9324-9

Instruction:

Greenberg, D., Fredrick, L, Hughes, T. A., & Bunting, C. J. (2002). Implementation
issues in a reading program for low reading adults: A program designed to teach children and youth to read was used in two classes for adults. An explanation and description of the implementation, reports of learner progress, and the perceptions of the participants are discussed. Journal of Adolescent and Adult Literacy, 45, 626-632.
https://www.jstor.org/stable/40012248

Greenberg, D., Wise, J., Morris, R., Fredrick, L., Rodrigo, V., Nanda, A.O., & Pae, H. K. (2011). A randomized-control study of instructional approaches for struggling adult readers. Journal of Research on Educational Effectiveness, 4, 101-117. doi: 10.1080/19345747.2011.555288.
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3237050/

Rodrigo, V., Greenberg, D., Burke, V., Hall, R., Berry, A., Brinck, T., Joseph, H., & Oby, M. (2007). Implementing an extensive reading program and library for adult literacy learners. Reading in a Foreign Language, 19, 106-119.
http://hdl.handle.net/10125/66813

Programs:

Greenberg, D. (2008). The challenges facing adult literacy programs. Community Literacy Journal, 3, 39-54.
https://digitalcommons.fiu.edu/communityliteracy/vol3/iss1/4/

Motivation:

Greenberg, D., Wise, J. C., & Frijters, J. C., Morris, M., Fredrick, L. D., Rodrigo, V., & Hall, R. (2012). Persisters and nonpersisters: Identifying who stays and who leaves from adult literacy interventions. Reading and Writing: An Interdisciplinary Journal. Advance online publication. doi: 10.1007/s11145-012-9401-8
http://link.springer.com/article/10.1007%2Fs11145-012-9401-8

AutoTutor:

D’Mello, S. K., Dowell, N., & Graesser, A. C. (2011). Does it really matter whether students’ contributions are spoken versus typed in an intelligent tutoring system with natural language? Journal of Experimental Psychology: Applied, 17(1), 1-17.
https://psycnet.apa.org/record/2011-05714-001

Graesser, A.C. (2011). Learning, thinking, and emoting with discourse technologies. American Psychologist, 66, 743-757.
https://psycnet.apa.org/record/2011-25622-030

Graesser, A.C., & McNamara, D.S. (2010).  Self-regulated learning in learning environments with pedagogical agents that interact in natural language. Educational Psychologist, 45, 234-244.
https://doi.org/10.1080/00461520.2010.515933

Graesser, A. C., D’Mello, S. K., Hu. X., Cai, Z., Olney, A., & Morgan, B. (2012). AutoTutor. In P. McCarthy and C. Boonthum-Denecke (Eds.), Applied natural language processing: Identification, investigation, and resolution (pp. 169-187). Hershey, PA: IGI Global.
https://www.igi-global.com/chapter/content/61048

Coh-Metrix:

Graesser, A.C., & McNamara, D.S. (2011). Computational analyses of multilevel discourse comprehension. Topics in Cognitive Science, 3, 371-398.
https://onlinelibrary.wiley.com/doi/full/10.1111/j.1756-8765.2010.01081.x

Graesser, A.C., McNamara, D.S., & Kulikowich, J.M. (2011). Coh Metrix: Providing multilevel analyses of text characteristics. Educational Researcher, 40, 223-234.
https://doi.org/10.3102%2F0013189X11413260

Curriculum:

Frijters, J. C., Lovett, M. W., Sevcik, R. A., & Morris, R. D. (2012). Four methods of identifying change in the context of a multiple component reading intervention for struggling middle school readers. Reading and Writing:  An Interdisciplinary Journal. doi: 10.1007/s11145-012-9418-z
http://link.springer.com/article/10.1007%2Fs11145-012-9418-z

Lovett, M. W., Barron, R. W., & Frijters, J. C. (2013). Word identification difficulties in children and adolescents with reading disabilities:  Intervention research findings. In H. L. Swanson, K. Harris, & S. Graham (Eds.), Handbook of Learning Disabilities (2nd ed.). New York, NY: Guilford Press.
http://books.google.com/books?id=Y0XKkaeNiBcC&pg=PA327&source=gbs_toc_r&cad=3#v=onepage&q&f=false

Lovett, M. W., Lacerenza, L., De Palma, M., & Frijters, J. C. (2012). Evaluating the efficacy of remediation for struggling readers in high school. Journal of Learning Disabilities, 45(2), 151-169. doi: 10.1177/0022219410371678
https://doi.org/10.1177%2F0022219410371678

Lovett, M.W., Lacerenza, L., De Palma, M., Benson, N. J., Steinbach, K.A., & Frijters, J.C. (2008). Preparing teachers to remediate reading disabilities in high school: What is needed for effective professional development? Teaching and Teacher Education, 24(4), 1083-1097.
http://www.sciencedirect.com/science/article/pii/S0742051X07001333

Lovett, M. W., Lacerenza, L., & Borden, S. L. (2000). Putting struggling readers on the PHAST track: A program to integrate phonological and strategy-based remedial reading instruction and maximize outcomes. Journal of Learning Disabilities, 33, 458-476. doi: 10.1177/002221940003300507
http://ldx.sagepub.com/content/33/5/458.short

Lovett, M. W., Lacerenza, L., Borden, S. L., Frijters, J. C., Steinbach, K. A., & Palma, M. D. (2000). Components of effective remediation for developmental reading disabilities: Combining phonological and strategy-based instruction to improve outcomes. Journal of Educational Psychology, 92(2), 263-283. doi: 10.1037/0022-663.92.2.263
Abstract: http://psycnet.apa.org/journals/edu/92/2/263/

Lovett, M. W., Lacerenza, L., Murphy, D., Steinbach, K. A., De Palma, M., & Frijters, J. C. (2005). The importance of multiple-component interventions for children and adolescents who are struggling readers. In J. Gilger & S. Richardson (Eds.), Research-Based Education and Intervention: What We Need To Know (pp. 67-102). Baltimore, MD: International Dyslexia Association.

Morris, R., Lovett, M., Wolf, M., Sevcik, R., Steinbach, K., Shapiro, M., et. al. (2012). Multiple component remediation for developmental reading disabilities: IQ, socioeconomic status, and race as factors in remedial outcome. Journal of Learning Disabilities, 45(2), 99-127. doi:10.1177/0022219409355472
http://ldx.sagepub.com/content/45/2/99.short

Statistical Analyses:

MacArthur, C.  A., Greenberg, D., Mellard, D. F., & Sabatini, J. P. (2010). Introduction to the special issue on models of reading component skills in low literate adults. Journal of Learning Disabilities, 43(2), 99-100. doi: 10.1177/0022219409359340.
http://ldx.sagepub.com/content/43/2/99.extract

Nanda, A. O., Greenberg, D., & Morris, R. (2010). Modeling child-based theoretical constructs with struggling adult readers. Journal of Learning Disabilities, 43(2), 139-153. doi: 10.1177/0022219409359344.
http://ldx.sagepub.com/content/43/2/139.short

Mehta, P. D., Foorman, B. R., Branum-Martin, L., & Taylor, W. P. (2005). Literacy as a unidimensional multilevel construct: Validation, sources of influence, and implications in a longitudinal study in grades 1 to 4. Scientific Studies of Reading, 9 (2), 85-116. doi: 10.1207/s1532799xss0902_1
http://www.tandfonline.com/doi/abs/10.1207/s1532799xssr0902_1

Student Motivation:

Fulmer, S. M., & Frijters, J. C. (2009). A review of self-report and alternative approaches in the measurement of student motivation. Educational Psychology Review, 21(3), 219-246. doi: 10.1007/s10648-009-9107-x
http://link.springer.com/article/10.1007%2Fs10648-009-9107-x?LI=true

Fulmer, S., & Frijters, J. C. (2011). Motivation during an excessively challenging reading task: The buffering role of relative topic interest. Journal of Experimental Education, 79(2), 185-208. doi: 10.1080/00220973.2010.481503
http://www.tandfonline.com/doi/abs/10.1080/00220973.2010.481503