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Annual Dissertation Award Winners

2009 Award Winner

DLD's Research Committee announced that Pamela Seethaler, Ph.D., is the recipient of the 2008 DLD Outstanding Dissertation Award. Dr. Seethaler completed her dissertation at Vanderbilt University where she studied with Professor Lynn Fuchs (right in photo).

Dissertation Title: The Predictive Utility of Kindergarten Screening for Math Difficulty: How, When, and With Respect to What Outcome Should It Occur?

Abstract: The purpose of this study was to examine the reliability, validity, and predictive utility of 3 measures for screening kindergarten students for risk for math difficulty (MD). The screening measures, administered in fall and spring of kindergarten to 196 students, assessed number sense and computational fluency. Conceptual and operational outcomes were measured at the end of 1st grade, with MD operationalized as below the 16th percentile. The study compared single-skill vs. multiple-skill screeners; fall vs. spring kindergarten screening; and conceptual vs. operational outcomes. Alternate form and internal consistency reliability and concurrent and predictive validity were adequate. Logistic regression and ROC analyses indicated that the multiple-skill and single-skill screeners produced good and similar classification accuracy at the fall and spring screening occasions in forecasting conceptual outcome. To forecast operational outcome, the screeners produced similar classification accuracy compared to each other but were less accurate than in predicting conceptual outcome.

2008 Award Winner

DLD's Research Committee announced that Sheri Berkeley received the DLD Dissertation Award for 2008. Dr. Berkeley (now at the University of Georgia) completed her graduate studies at George Mason University in 2007; she was advised by Professor Margo Mastropieri (right in accompanying photo).

Dissertation Title: Reading Comprehension Strategy Instruction and Attribution Retraining for Secondary Students with Disabilities by Sheri Berkeley, Asst Prof U GA

Abstract:This study investigated the effects of six weeks of reading comprehension strategy (RCS) instruction with and without attribution retraining (AR) on the reading performance of 7th, 8th, and 9th grade students with disabilities. Students were randomly assigned to one of three treatments: RCS+AR versus RCS versus a Read Naturally comparison condition. Results indicated that, compared to the comparison group, both strategy instruction groups performed better on main idea and strategy awareness measures. Students who received AR attributed success more to internal factors (e.g., effort) and less to external factors (e.g., luck). Implications for practice and future research are discussed.

2007 Award Winner

DLD's Research Committee announced that Michael Faggella-Luby is the recipient of the 2007 DLD Outstanding Dissertation Award. Dr. Faggella- Luby received his PhD from the University of Kansas in 2006.

Dissertation Title: Embedded Learning Strategy Instruction:  Story-Structure Pedagogy in Secondary Classes for Diverse Learners

Abstract:The effects of using the Embedded Story Structure (ESS) Routine in a literature course were investigated. Seventy-nine ninth graders, including 14 individuals with LD, were randomly assigned to one of two conditions, with instruction occurring in groups of 12 to 14 students in general education literature classes over a nine-day period. ESS instruction focused on three reading strategies including: (a) student self-questioning, (b) story-structure analysis, and (c) summarizing. Control instruction was comprised of a package of research-based reading comprehension interventions. Statistically significant differences were found between groups in favor of the ESS Routine on measures of strategy use, story-structure knowledge, and unit reading comprehension. Moreover, results indicated equivalent gains for ESS students regardless of disability versus nondisability category.

2006 Award Winner

Dr. Miller received his Ph.D. from University of Virginia in 2005, where he studied with Professor Rick Brigham (left in photo; now at George Mason University).

Dr. Kevin Miller
Director of the Upper School
Woodlynde School
445 Upper Gulph Road
Strafford, PA 19087-5498

Dissertation Title: Use of an integrated visual mnemonic for recall of related information

Abstract: Twenty-seven tenth-grade males with language-based learning disabilities were taught information relating to 3 figures from the early Italian Renaissance in their history classroom, followed by a review of the material later the same day. Control participants reviewed the material for 35 minutes by means of a direct-instruction recitation format. Experimental participants reviewed the material for 35 minutes by means of an instructor-made multiple-item mnemonic image for each figure; this image used photo images and clip art as acoustic, symbolic, or mimetic representations for each item of the material. A free-recall test on the following day revealed significantly higher recall for the mnemonic condition. Correlation indicated that participants who reported using the mnemonic strategy performed better than did participants who reported using oral or silent repetition. Chi- square analysis indicated no significant difference in recall by type of representation. Implications for future research and practice are discussed.

2005 Award Winner

Dr. Morgan received his degree at Vanderbilt University under the supervision of Doug Fuchs. He is currently an Assistant Professor in the Department of Educational & School Psychology & Special Education at Pennsylvania State University.

Dr. Paul Morgan
Pennsylvania State University
211 CEDAR Building
University Park, PA 16802

Title: Does Early Reading Failure Decrease Children's Motivation? An Evaluation of the Negative Matthew Effects Hypothesis.

Brief abstract: Stanovich's (1986) Matthew effects theory is a frequently cited etiological explanation of learning disabilities (LD). A key hypothesis predicts that early academic struggles negatively affect children's motivation. To evaluate this proposed causal relation, we used a pre-test post-test control group design with random assignment to test whether (a) 60 first grade children reported substantially different levels of motivation as a function of making either substantial or limited progress in acquiring reading skills, and (b) manipulating the amount of progress 15 children at risk for LD made in acquiring these skills would lead to gains in their motivation. Multivariate analyses of variance suggested marked differences in motivation and reading practice between skilled and at risk readers. However, neither hierarchical regression analyses nor direct manipulation of a hypothesized causal agent (i.e., progress in skills acquisition) yielded evidence of a causal reading skills-reading motivation relation. Theoretical and practical implications are discussed.

Dr. Morgan will present his dissertation at CEC in Baltimore from 8:30 to 10 am on Friday, April 8. The specific location will be in the CEC program.

2004 Award Winner

Dr. Yvonne Bui
University of SanFrancisco
2130 Fulton Street
San Francisco, CA 94121

Title: The effects of a comprehensive writing program for students with and without disabilities in inclusive fifth grade classrooms.

Brief abstract: This study was intended to test the effects of a comprehensive writing program for students with and without disabilities in inclusive fifth grade classrooms. The program included research based components including writing strategies, prewriting planning, narrative text structures, and the process approach to writing. Students with and without disabilities earned higher scores with the writing training program on several measures, but not on the state wide writing tests compared to students who did not received the training.