
Eric L. OslundMiddle Tennessee State University | MTSU · Department of General Education
Eric L. Oslund
Ph.D.
About
78
Publications
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Introduction
Eric L. Oslund currently works at the College of Education, Middle Tennessee State University. Eric does research in Reading Comprehension and Educational Assessment.
Additional affiliations
July 2014 - present
August 2012 - July 2014
Publications
Publications (78)
Teachers' knowledge repertoire and effective implementation and application of their knowledge are significant factors affecting instructional quality. In a seminal paper, Shulman (1987) introduced the concept of pedagogical content knowledge (PCK) as a decisive yet neglected aspect of teacher education research and practice. Shulman's (1987) line...
The importance of having a highly qualified teacher in every classroom is an educational necessity. Determining which teacher characteristics define teacher quality and measuring their impact on student outcomes has offered mixed results. This study explored the effect of teachers’ knowledge of language and literacy on their students’ reading outco...
Writing is a skill that has increased in significance for both researchers and classroom teachers due to changes in recent standards. Currently, many high school English Learners (ELs) are struggling to master this priority skill. A strategy that has been shown to be effective for adolescent writers is Self-Regulated Strategy Development (SRSD). Al...
One potential contributor to student achievement that has garnered recent attention is students' mindset. A recent review of the literature on the effect of a growth mindset intervention on students' academic achievement has shown small effects, but limited research has been conducted with young students. This study investigated whether students wh...
A grassroots movement of parents who fear that their children’s reading struggles are going unrecognized at school has led to dyslexia laws in all but three states in the U.S. The current study was undertaken to provide data relevant to this topic by characterizing the reading profiles of 71 children referred for testing at a center specializing in...
In tiered instructional systems (Response to Intervention [RTI]/Multitier System of Supports [MTSS]) that rely on ongoing assessment of students at risk of experiencing academic difficulties, the ability to make informed decisions using student data is critical for student learning. Prior research has demonstrated that, on average, teachers have di...
All but seven U.S. states have laws that govern some aspects of dyslexia screening, intervention, or teacher training in public schools. However, in the three states that mandate child-level reporting, data indicate lower than expected rates of dyslexia identification when compared with commonly accepted dyslexia prevalence rates. To better underst...
Purpose
The purpose of this tutorial is to explain key concepts about vocabulary acquisition and instruction and to translate research from middle school vocabulary interventions into practice recommendations for practitioners. In this tutorial, we consider the relationship between vocabulary and reading comprehension, describe vocabulary acquisiti...
Reading comprehension is one of the most complex cognitive activities in which humans engage, making it difficult to teach, measure, and research. Despite decades of research in reading comprehension, international and national reading scores indicate stagnant growth for U.S. adolescents. In this article, we review the theoretical and empirical res...
This presentation examines the influence of teachers pre-service training, professional development, and experience on their ability to interpret student progress monitoring graphs and make appropriate educational decisions. Results indicate experience in teaching and RTI implementation were not related to their graph literacy. Additionally, result...
This presentation examines the effectiveness of a large pilot program conducted by the Tennessee Department of Education that focused on improving teacher and staff knowledge and practices in early reading.
Addressing the needs of students with dyslexia requires an in-depth knowledge of various components of a multi-dimensional approach to reading intervention, which is supported by an understanding of the structure of the language being taught. The current study explored the association between teacher knowledge of the English language and different...
This presentation reports preliminary results examining teachers' graph literacy and confidence in making data-based decisions to inform instruction.
This report presents findings from a review of the journals Dyslexia and Annals of Dyslexia over a 10‐year period from 2005 to 2014. Three hundred articles were reviewed to examine statistical methodology and reporting practices. Articles were coded according to their reported covariates, effect sizes, and statistical methods. In addition, trends w...
This study utilized secondary analyses of a randomized controlled trial and investigated the extent to which prestest word identification efficiency, reading fluency, and vocabulary knowledge moderated the effects of an intervention on reading comprehension outcomes for struggling readers in sixth through eighth grades. Given that the experimental...
We will report findings from quantile regression examining the effects of a reading comprehension intervention for adolescent students using latent reading outcomes. Intervention effects were evaluated across deciles (e.g., 10th, 20th…90th). Latent factor scores were composed of multiple reading comprehension outcomes. Our goal was to combine the u...
The current paper aims to provide a historical overview of the dyslexia therapy and research. Currently, dyslexia research is an interdisciplinary endeavor encompassing a wide array of subjects including neurology, education, psychology, and linguistics. However, under the influence of the concurrent literary, educational and psychological trends i...
This presentation examined whether pretest reading skills moderated the effect of intervention in struggling adolescent readers. Results indicate that oral reading fluency moderated the effect. The Johnson-Neyman indicated that the effect of intervention conditioned on pretest oral reading fluency was statistically significant in favor of treatment...
The current study examined statistically significant differences between struggling and adequate readers using a multicomponent model of reading comprehension in 796 sixth through eighth graders, with a primary focus on word reading and vocabulary. Path analyses and Wald tests were used to investigate the direct and indirect relations of word ident...
Literacy instructors are encountering accumulative challenges in today`s classrooms. Large-scale high-stake assessments and managerial/parental expectations have doubled the pressure on teachers to produce high-achieving literacy learners. One of the chief aspects the teacher training programs have been focusing on lately has been the notion of ped...
This study examined the predictive validity of formative assessments embedded in a Tier 2 intervention curriculum for kindergarten students identified as at risk for reading difficulty. We examined when (i.e., months during the school year) measures could predict reading outcomes gathered at the end of kindergarten and whether the predictive validi...
This study examines longitudinal reading development in groups derived from latent profile analysis.
This presentation details the challenges and processes involved in transforming raw IEP data into usable, state-wide databases. Once the data is transformed, analyses examining the outcomes of RTI implementation in Tennessee can be conducted. Data-based instructional decision making is key to the success of RTI for individual students. Similarly, d...
This poster examines the longitudinal differences in Word Attack, Word Identification, Passage Comprehension, and Reading Efficiency among students following a latent class analysis. The latent profile analysis resulted in four distinct groups. Following group extraction, ANCOVA's and linear growth trends were examined to determine differences at d...
In this experimental study we examined the effects a technology-mediated, multicomponent reading comprehension intervention, Comprehension Circuit Training (CCT), for middle-school students, the majority of whom were struggling readers. The study was conducted in 3 schools, involving 3 teachers and 228 students. Using a within-teacher design, middl...
This poster compares the results from an Item Response Theory analysis to a Testlest Response Theory analysis. TRT allows researchers to form testlets based on passages within a reading comprehension test. We compared the parameters and found that the discrimination parameter may have been biased using IRT compared to TRT. These findings indicate r...
We report findings from quantile regression on the effects of a reading comprehension intervention for students in grades 6th-8th. Quantile regression, as opposed to mean-based procedures (e.g., multiple-linear regression), allowed for examining effects across the distribution of our reading comprehension outcomes. Differential intervention effects...
Traditional linear regression uses the mean performance to examine the impact of intervention. Quantile regression, as an alternative, can shed light on the effects of intervention across the distribution of the outcome variable. In this presentation, we examined the effects of an adolescent reading comprehension intervention in 921 students in 7th...
The influence of poverty on reading achievement begins early in life and accrues over time. Vocabulary knowledge, in particular, is subject to the cumulative disadvantages of poverty and, in turn, has a potent and negative impact on reading comprehension. In the present study, we used path analysis to examine how vocabulary directly and indirectly...
Despite the emerging evidence base on response to intervention, there is limited research regarding how to effectively use progress-monitoring data to adjust instruction for students in Tier 2 intervention. In this study, we analyzed extant data from a series of randomized experimental studies of a kindergarten supplemental reading intervention to...
This study examined the changing role and longitudinal predictive validity of curriculum embedded progress-monitoring measures (CEMs ) for kindergarten students receiving Tier 2 intervention and identified as at risk of developing reading difficulties. Multiple measures were examined to determine whether they could predict comprehensive latent firs...
In the current study, we examined a multi-component model of reading comprehension in 796 6th-8th grade students. Direct and indirect relations among word ID, vocabulary, sentence comprehension and inference making on a comprehension outcome were examined by reader proficiency using path analysis. When comparing struggling versus adequate comprehen...
Abstract: In this experimental study we examined the effects of integrating teacher-directed
knowledge-building and student-regulated comprehension practices in 7th- to 10th-grade English
language arts classes. We also investigated the effect of instructional quality and whether integrating
practices differentially benefitted students with lower en...
In this experimental study, we examined the effects of a multicomponent reading
comprehension intervention in sixth- to eighth-grade English language arts classes with a focus
on factors to enhance treatment implementation. We tested the contribution of a theoretically
derived fidelity framework that included adherence, quality, dosage, program dif...
Standardized measures are often used as an index of students’ reading comprehension and scores have important implications, particularly for students who perform below expectations. This study examined secondary-level students’ patterns of responding and the prevalence and impact of non-attempted items on a timed, group-administered, multiple-choic...
Early reading and spelling development share foundational skills, yet spelling assessment is underutilized in evaluating early reading. This study extended research comparing the degree to which methods for scoring spelling skills at the end of kindergarten were associated with reading skills measured at the same time as well as at the end of first...
This longitudinal study examined (a) the second-grade reading outcomes of 368 children who participated in either experimental or school-designed supplemental intervention in kindergarten, and (b) the influence and interactions of learner variables and type of intervention on reading achievement. Descriptive findings indicated that percentages of s...
This experimental study evaluated a model in which the delivery of a supplemental beginning reading intervention was adjusted based on student performance. Kindergarten students identified as at risk for reading difficulties were assigned to one of two versions of the Early Reading Intervention (ERI; Pearson/Scott Foresman, 2004). Students assigned...
This study compared the effects of Tier 2 reading interventions that operated in response-to-intervention contexts. Kindergarten children (N = 90) who were identified as at risk for reading difficulties were stratified by school and randomly assigned to receive (a) Early Reading Intervention (ERI; Pearson/Scott Foresman, 2004) modified in response...
This study examined the predictive validity of combinations of progress-monitoring measures: (a) curriculum-embedded phonemic awareness and alphabetic/decoding measures, and (b) Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2002) nonsense word fluency and phoneme segmentation fluency on reading outcomes of kindergarten...
Correlation Analysis (CCA) can be conceptualized as a multivariate regression involving multiple outcome variables. CCA compares two sets of variables and is the second-most general application of the General Linear Model (GLM) following Structural Equation Modeling. Structural Equation Modeling software have made conducting CCA feasible for resear...