Jeremy Miciak

Jeremy Miciak
University of Houston | U of H, UH · Department of Psychology

PhD

About

46
Publications
9,484
Reads
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841
Citations
Introduction
Jeremy Miciak currently works at the Department of Psychology, University of Houston. Jeremy does research in Educational Psychology, Educational Assessment and Special Education.
Additional affiliations
June 2013 - December 2015
University of Houston
Position
  • Assistant Research Professor
June 2013 - present
University of Houston
Position
  • Assistant Research Professor
June 2013 - December 2015
University of Houston
Position
  • Assistant Research Professor

Publications

Publications (46)
Article
Full-text available
Abstract Objective: No previous empirical study has investigated whether the LD identification decisions of proposed methods to operationalize processing strengths and weaknesses (PSW) approaches for LD identification are associated with differential treatment response. We investigated whether the identification decisions of the concordance/discord...
Article
There is considerable controversy about the necessity of cognitive assessment as part of an evaluation for learning and attention problems. The controversy should be adjudicated through an evaluation of empirical research. We review five sources of evidence commonly provided as support for cognitive assessment as part of the learning disability (LD...
Article
Full-text available
An appropriate estimate of statistical power is critical for the design of intervention studies. Although the inclusion of a pretest covariate in the test of the primary outcome can increase statistical power, samples selected on the basis of pretest performance may demonstrate range restriction on the selection measure and other correlated measure...
Article
Full-text available
Few empirical investigations have evaluated learning disabilities (LD) identification methods based on a pattern of cognitive strengths and weaknesses (PSW). This study investigated the reliability and validity of two proposed PSW methods: the concordance/discordance method (C/DM) and cross battery assessment (XBA) method. Cognitive assessment data...
Article
Full-text available
We conducted a meta-analysis of 28 studies comprising 39 samples to ask the question, “What is the magnitude of the association between various baseline child cognitive characteristics and response to reading intervention?” Studies were located via literature searches, contact with researchers in the field, and review of references from the Nationa...
Article
Few studies have systematically investigated the reading skill profiles of English learners (ELs) in late elementary school, a critical developmental period for language and literacy and the most common grades for initial identification with specific learning disabilities (O’Connor et al., Learning Disabilities Research & Practice, 28(3), 98–112, 2...
Article
Relations of visual attention to reading have long been hypothesized; however, findings in this literature are quite mixed. These relations have been investigated using several different visual attention paradigms and with variable controls for other competing reading-related processes. We extended current knowledge by evaluating four of the key vi...
Article
This study examined the effects of Reading Intervention for Adolescents (RIA) and a mentoring intervention (MI) implemented for 1 year with ninth-grade English learners (ELs) with reading difficulties. Eligible students enrolled at three urban high schools were randomly assigned to the RIA (n = 142), MI (n = 163), RIA and MI (n = 164), or business-...
Article
Full-text available
We evaluate the direct and inferential mediation (DIME) model for reading comprehension with a sample of struggling readers in Grades 3 to 5 (N = 364) in the context of a large-scale randomized controlled trial (RCT) investigating two theoretically distinct reading interventions (text processing + foundational skills [n = 117] or text processing on...
Article
This study investigated the word reading and listening comprehension difficulties of fourth-grade students with significant reading comprehension deficits and the cognitive difficulties that underlie these weaknesses. Latent profile analysis was used to classify a sample of fourth-grade students ( n = 446) who scored below the 16th percentile on a...
Article
Cognitive predictors of reading are well known, but less is understood about the roles of “noncognitive” factors, including emotional variables such as anxiety. While math anxiety has been a focus of study, its analogue in the reading literature is understudied. We assessed struggling fourth and fifth graders (n = 272) on reading anxiety in the con...
Article
The present study had two aims. First, we set out to evaluate the structure of processing speed in children by comparing five alternative models: two conceptual models (a unitary model, a complexity model) and three methodological models (a stimulus material model, an output response model, and a timing modality model). Second, we then used the res...
Article
Adolescents’ school engagement is associated with high school completion; yet, few studies have examined interventions to improve school engagement for English Learners (ELs). In this mixed-methods study, we conducted a randomized controlled trial (RCT) to examine the effects of two years of the Check & Connect intervention on engagement outcomes (...
Article
Attention is correlated with reading, but the extent to which behavioral ratings and sustained attention relate to reading skills is unclear. We assessed 245 fourth and fifth grade struggling readers (mean age = 10.3 years) on behavioral ratings of attention, sustained attention, and reading over a school year. Contributions of behavioral ratings a...
Article
This article addresses the nature of dyslexia and best practices for identification and treatment within the context of multitier systems of support (MTSS). We initially review proposed definitions of dyslexia to identify key commonalities and differences in proposed attributes. We then review empirical evidence for proposed definitional attributes...
Conference Paper
Full-text available
This presentation provides findings from multiple syntheses investigating the impact of reading and/or behavioral interventions on reading and behavioral outcomes for students with behavioral difficulties. Additionally, presenters will discuss how to implement cross-age tutoring models as interventions for this student population, as well as the re...
Chapter
The criteria for identification of a specific learning disability (SLD) as outlined by a consensus group convened by the Office of Special Education Programs in the US Department of Education are discussed. Next, a hybrid approach to assessment is explained that puts a focus on assessments that inform instruction within a multi-tiered system of sup...
Article
Full-text available
Executive function (EF) is related to reading. However, there is a lack of clarity around (a) the relative contribution of different components of EF to different reading components (word reading, fluency, comprehension), and (b) how EF operates in the context of known strong language predictors (e.g., components of the simple view of reading or SV...
Article
This study investigated the extent to which problem behaviors were factors associated with response to a year-long multicomponent reading intervention for fourth- and fifth-grade students with reading difficulties. Students scoring ≤85 standard score on the Test of Silent Reading Efficiency and Comprehension ( n = 108), a reading fluency and compre...
Article
The role of executive function (EF) in the reading process, and in those with reading difficulties, remains unclear. As members of the Texas Center for Learning Disabilities, we review multiple perspectives regarding EF in reading and then summarize some of our recent studies of struggling and typical readers in grades 3–5. Study 1a found that a bi...
Article
This study examined how differences in listening comprehension and word reading at the beginning of the school year influence changes in reading comprehension for English learners (ELs) with significant reading difficulties compared to non-ELs with significant reading difficulties. The study investigated heterogeneity in response to instruction amo...
Article
This study examined the effects of Reading Intervention for Adolescents, a 2-year extensive reading intervention targeting current and former English learners identified as struggling readers based on their performance on the state accountability assessment. Students who enrolled at three participating urban high schools were randomly assigned to t...
Article
We examine the efficacy of an intervention to improve word reading and reading comprehension in fourth- and fifth-grade students with significant reading problems. Using a randomized control trial design, we compare the fourth- and fifth-grade reading outcomes of students with severe reading difficulties who were provided a researcher-developed tre...
Article
Full-text available
There is controversy regarding the relative merits of cognitive assessment for the identification of learning disabilities. Proponents of cognitive assessment have suggested that multitiered systems of support (MTSS) should be supplemented with routine, systematic assessment of cognitive processes following a determination of inadequate response to...
Article
We examined the efficacy of an afterschool multicomponent reading intervention for third- through fifth-grade students with reading difficulties. A total of 419 students were identified for participation based on a 90 standard score or below on a screening measure of the Test of Silent Reading Efficiency and Comprehension. Participating students we...
Article
Objective: Executive function (EF) is a commonly used but difficult to operationalize construct. In this study, we considered EF and related components as they are commonly presented in the neuropsychological literature, as well as the literatures of developmental, educational, and cognitive psychology. These components have not previously been ex...
Article
Inadequate responders demonstrate significant risk for learning disabilities. Previous investigations of the cognitive profiles of inadequate and adequate responders have not included measures of executive functions (EFs), which have well-documented associations to reading comprehension. We evaluated EF performance on a common factor comprised of s...
Article
We examined the effectiveness of a researcher-provided reading intervention with 484 fourth graders with significant reading difficulties. Students were randomly assigned to one year of intervention, two years of intervention, or a business-as-usual comparison condition (BAU). Students assigned to two years of intervention demonstrated significantl...
Article
We investigated the classification accuracy of learning disability (LD) identification methods premised on the identification of an intraindividual pattern of processing strengths and weaknesses (PSW) method using multiple indicators for all latent constructs. Known LD status was derived from latent scores; values at the observed level identifie...
Chapter
This chapter addresses the accuracy and validity of methods of learning disabilities (LD) identification, particularly methods based on a response-to-intervention (RTI) service delivery framework. Recently, classification frameworks have shifted from cognitive discrepancy models towards instructional models utilizing low achievement and instruction...
Article
Few studies have investigated specific learning disabilities (SLD) identification methods based on the identification of patterns of processing strengths and weaknesses (PSW). We investigated the reliability of SLD identification decisions emanating from different achievement test batteries for 1 method to operationalize the PSW approach: the conco...
Article
Content Acquisition Podcasts for Teachers (CAP-T) are a form of multimedia-based instruction that are supported by an empirical record of effectiveness and are grounded in Mayer’s cognitive theory of multimedia learning and accompanying instructional design principles. In this study, 162 students enrolled in an introductory course in special educat...
Article
Given the significant literature supporting the use of curriculum-based measurement (CBM) for data-based decision making, it is critical that teacher candidates learn about it prior to student teaching and entry into the field as full-time teachers. The authors of this study used a content acquisition podcast (CAP), a multimedia-based instructional...
Article
The goal of this study was to evaluate the extent to which training that emphasizes the process of executive function (EF) and self-regulated learning (SRL) would result in increased reading comprehension; we also evaluated interrelationships of EF, SRL, and reading. We report an experiment (N = 75 fourth graders) that contrasted two researcher-imp...
Article
This study examined the effectiveness of a researcher-provided intervention with 4th-graders with significant reading difficulties. The intervention emphasized multi-syllable word reading, fluent reading of high frequency words and phrases, vocabulary, and comprehension. To identify the participants, 1,695 fourth grade students were screened using...
Article
We examined cognitive attributes, attention, and self-efficacy of fourth grade struggling readers who were identified as adequate responders (n = 27), inadequate responders with comprehension only deficits (n = 46), and inadequate responders with comprehension and word reading deficits (n = 52) after receiving a multicomponent reading intervention....
Article
No studies have investigated the cognitive attributes of middle school students who are adequate and inadequate responders to Tier 2 reading intervention. We compared students in Grades 6 and 7 representing groups of adequate responders (n = 77) and inadequate responders who fell below criteria in (a) comprehension (n = 54); (b) fluency (n = 45); a...
Article
No studies have investigated the cognitive attributes of middle school students who are adequate and inadequate responders to Tier 2 reading intervention. We compared students in Grades 6 and 7 representing groups of adequate responders (n = 77) and inadequate responders who fell below criteria in (a) comprehension (n = 54); (b) fluency (n = 45); a...
Article
Improving minority academic achievement is a primary goal for education policy makers. Despite resource allocations, gaps in minority accomplishments persist. Emerging research suggests language variety may hinder minority students, thereby slowing academic progress. This article synthesizes suggestions from a panel composed of experts in the field...
Article
Purpose: Agreement across methods for identifying students as inadequate responders or as learning disabled is often poor. We report (1) an empirical examination of final status (post-intervention benchmarks) and dual-discrepancy growth methods based on growth during the intervention and final status for assessing response to intervention; and (2)...
Article
Full-text available
Few empirical investigations have evaluated learning disabilities (LD) identification methods based on a pattern of cognitive strengths and weaknesses (PSW). This study investigated the reliability of LD classification decisions of the concordance/discordance method (C/DM) across different psychoeducational assessment batteries. C/DM criteria were...
Article
Full-text available
We describe findings from a series of longitudinal studies utilizing a response to intervention framework implemented over 3 years with students in Grades 6 through 8 with reading disabilities and poor reading comprehension. Students were identified based on reading comprehension scores in Grade 5 (n = 1,083) and then randomized to treatment or com...
Article
Content analyses of journals in the field of LD provide a means of surveying research and publication trends, the knowledge of which may inform policy and practice related to future research agendas. As the first decade of the current millennium was particularly contentious for the field of LD, we felt that a content review would be timely. In this...
Chapter
Learning to read is a foundational skill that is critical to academic success. Yet, it is a skill that eludes many children. Children who have difficulty learning to read need instruction that is balanced, systematic and explicit. This chapter provides an overview of literacy development, with special attention to universal features across language...

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