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My research interests involve creating conditions for
successful response to intervention of academically
diverse learners, including students at-risk, students
with disabilities, and students from culturally and
linguistically diverse backgrounds. My research focuses
on (1) promoting teachers’ use of data-based
decision-making and evidence-based instruction and (2)
developing individualized interventions for students who
for whom generally effective instruction is not
sufficient.
Selected publications
McMaster, K. L., Kung, H., Han, I., & Cao, M.
(2008). Peer-assisted learning strategies: A “Tier 1” approach to
promoting responsiveness to beginning reading instruction for
English learners. Exceptional Children, 74 (3), 194-214).
McMaster, K. L., Fuchs, D., & Fuchs,
L. S. (2007). Promises and limitations of Peer-Assisted
Learning Strategies in reading. Learning
Disabilities: A Contemporary Journal, 5, 2. 97-112.
Rapp, D. N., van den Broek, P.,
McMaster, K. L., Kendeou, P., & Espin, C. A. (2007).
Higher-order comprehension processes in struggling
readers: A perspective for research and intervention.
Scientific Studies of Reading, 11, 289-312.
McMaster, K. L., & Espin, C. (2007).
Curriculum-based measurement in writing: A literature
review. Journal of Special Education, 41, 68-84.
McMaster, K. L., Wayman, M., & Cao,
M. (2006). Monitoring the reading progress of
secondary-level English learners: Technical features of
oral reading and maze tasks. Assessment for Effective
Intervention, 31(4), 17-32.
McMaster, K. L., Fuchs, D., Fuchs,
L. S., & Compton, D. L. (2005). Responding to
nonresponders: An experimental field trial of
identification and intervention methods. Exceptional
Children, 71(4), 445-463.
Complete
vitae [.pdf]
January 2008
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