Samantha Daley

• EdD
• Professor (Assistant) at University of Rochester

In this chapter, we explore inclusive learning analytics to predict reading comprehension outcomes in the context of middle school remedial reading classrooms for 235 students from 12 school districts in the United States. The design of the system used in this study followed the Universal Design for Learning Guidelines which have expressed the goal...

This study measured science museum visitors’ emotional experiences at exhibits designed to encourage productive struggle (PS), an emotional experience where visitors productively persist through challenge. The study included 105 youth visitors ages 10–17 who interacted with one of three science exhibits designed to promote PS. Emotion was measured...

This systematic review examines the social and emotional learning (SEL) intervention literature to address questions of whether and how students with disabilities are considered in studies of universal SEL interventions in middle and high schools. From the articles identified for initial review ( n = 4,355), 166 met the inclusionary criteria. Among...

This qualitative study examined the role and determinants of motivational beliefs and self-perceptions among six academically successful undergraduates with learning disabilities at private 4-year colleges who serve as mentors for middle-school students with similar learning challenges. Drawing on the expectancy-value theory of achievement-related...

Orthographic and linguistic knowledge are known predictors of reading and writing, yet little research with adolescent readers explores how such knowledge predicts reading and writing in a single model. We worked with 583 adolescent readers in remedial reading classes in grades 6–8 to collect indicators of orthographic and linguistic knowledge as w...

We use the affordances of a supplemental digital literacy platform to study the dynamics of behavioral engagement and reading comprehension among middle-school students in remedial reading classes. All participating students (n = 315) were identified by their schools as needing additional reading support; 56% received special education services. Th...

Being identified with a learning disability makes students vulnerable to experiences of stigmatization, which can be associated with negative academic and emotional effects. Yet, research with other vulnerable populations demonstrates that individual perceptions of stigmatization, or stigma consciousness, are not uniform and that variability in sti...

Employing a mixed methods design, we explore motivation for reading comprehension (RC) among 112 struggling middle school readers at two sites, one semi-urban and one urban. Data sources included student self-reported reading motivation surveys, a standardized reading comprehension assessment, and a random sample of 44 1-on-1 student reading motiva...

Technology makes possible abundant new opportunities to capture and display data in online learning environments. We describe here an example of using these opportunities to improve students' use of the rich supports available in online learning environments. We describe an example of a blended learning experience that uses an online inquiry‐based...

Science notebooks can play a critical role in activity-based science learning, but the tasks of recording, organizing, analyzing, and interpreting data create barriers that impede science learning for many students. This study (a) assessed in a randomized controlled trial the potential for a web-based science notebook designed using the Universal D...

Following passage of the Americans with Disabilities Act of 1990 ( ADA), many museums improved the accessibility of their facilities. Even so, individuals with disabilities still lag behind in participation and engagement in museum experiences. Universal Design for Learning ( UDL) provides an alternate model for the design of museum programs and ex...

This study investigated the relationship between emotional responses and reading performance in middle-school students. Although a large number of prior studies have investigated the relationship between emotion and reading, those studies have concentrated primarily on relatively static and distal measures of emotion. In this research, we measured...

From its inception, the field of Mind, Brain, and Education (MBE) has been conceived as an interdisciplinary science, and with good reason: The phenomena the field aims to understand often arise from interactions among multiple factors, span levels of analysis, and are context dependent. In this article, we argue that to reach its potential as an i...

ABSTRACTABSTRACT—The theme of Usable Knowledge in Mind, Brain, and Education will be a special section that will appear regularly in the journal. The section will focus on the synergistic connections between biology, cognitive science, and human development on the one hand and educational thought, policy, and practice on the other. Efforts to creat...