Examining Factor Structures on the Test of Early Mathematics Ability-3: A Statistical Replication
Hailey Kepiro, M.A.; Anna Mari Fall, Ph.D.; Marcia A. Barnes, Ph.D.
This study is a replication of Ryoo et al (2015) that investigates the ability of the TEMA-3 math assessment to provide subscale scores for low-performing, low-income students. Our findings indicate that NCTM categories best capture longitudinal growth; however, this study does not recommend the use of subscale scores for very low-performing students.
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Effects of Text Features on Inferencing Accuracy of Middle School Students with Reading Difficulties in the Context of a Computerized Inference-Making Intervention
Melanie M. Chong, M.A.; Scott Crossley, Ph.D.; Nathan Clemens, Ph.D.; Marcia A. Barnes, Ph.D.
To enhance understanding of factors affecting comprehension within text-based inferencing interventions, this study tests whether inference question type (pronoun, text-connecting, word meaning, and knowledge-based), text difficulty (S-BERT), text presentation (listening vs. reading), text genre (narrative vs. expository), grade level (6-8), and sex affect inferencing accuracy of students with reading difficulties while learning to make inferences within an intervention.
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Differential Effectiveness of Mathematics Interventions by Incoming Language Skills: A Systematic Review
Vishakha Agrawal, M.S.; BrittanyLee Martin, Ph.D.; Allyson L. Hayward, Ph.D.; Marcia A. Barnes, Ph.D.
Language is important for the development of mathematics skills and accessing content instruction. In this systematic review, we identified 13 studies reporting mixed evidence for language and reading skills as moderators of mathematics intervention efficacy for students with mathematics difficulties. Our findings highlight the need for additional empirical studies grounded in theoretical frameworks of numerical cognition.
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