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School Psychology Review (SPR)

Volume 39, Issue 2 (2010)
SPR Cover
Special Topic: Number Sense
Editor: Thomas J. Power
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Inside This Issue

Number Sense in Kindergarten: A Factor-Analytic Study of the Construct
Rachel M. Lago and James Clyde DiPerna
pp. 164-180
Abstract. Number sense skills provide the foundation for the acquisition of higher order mathematical skills and concepts. However, there is disagreem...[more]
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Validating a Number Sense Screening Tool for Use in Kindergarten and First Grade: Prediction of Mathematics Proficiency in Third Grade
Nancy C. Jordan, Joseph Glutting, Chaitanya Ramineni, and Marley W. Watkins
pp. 181-195
Abstract. Using a longitudinal design, children were given a brief number sense screener (NSB) screener (N = 204) over six time points, from the begin...[more]
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Determining Early Mathematical Risk: Ideas for Extending the Research
Amanda M. VanDerHeyden
pp. 196-202
The National Mathematics Advisory Panel (2008) specifies that children should be able to fluently add and subtract whole numbers by the end of third g...[more]
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Student Perceptions of Classroom Learning Environments: Development of the ClassMaps Survey
Beth Doll, Robert A. Spies, Courtney M. LeClair, Sarah A. Kurien, and Brett P. Foley
pp. 203-218
Abstract. The purpose of this study was to describe the means, variability, internal consistency reliability, and structural validity evidence of the ...[more]
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Enhancing the Effectiveness of Special Education Programming for Children With Attention Deficit Hyperactivity Disorder Using a Daily Report Card
Gregory A. Fabiano, Rebecca K. Vujnovic, William E. Pelham, Daniel A. Waschbusch, Greta M. Massetti, Meaghan E. Pariseau, Justin Naylor, Jihnhee Yu, Melissa Robins, Tarah Carnefix, Andrew R. Greiner, and Martin Volker
pp. 219-239
Abstract. Children with attention deficit hyperactivity disorder (ADHD) make up a considerable proportion of students who receive special education se...[more]
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Gender Differences in Early Literacy: Analysis of Kindergarten through Fifth-Grade Dynamic Indicators of Basic Early Literacy Skills Probes
Jaime L. Below, Christopher H. Skinner, Jamie Y. Fearrington, and Christy A. Sorrell
pp. 240-257
Abstract. Using a cross-sectional design and five Dynamic Indicators of Basic Early Literacy Skills measures, researchers tested for gender difference...[more]
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Identifying Children in Middle Childhood Who Are at Risk for Reading Problems
Deborah L. Speece, Kristen D. Ritchey, Rebecca Silverman, Christopher Schatschneider, Caroline Y. Walker, and Katryna N. Andrusik
pp. 258-276
Abstract. The purpose of this study was to identify and evaluate a universal screening battery for reading that is appropriate for older elementary st...[more]
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Examining Readability Estimates’ Predictions of Students’ Oral Reading Rate: Spache, Lexile, and Forcast
Scott P. Ardoin, Jessica C. Williams, Theodore J. Christ, Cynthia Klubnik and Claire Wellborn
pp. 277-285
Abstract. Beyond reliability and validity, measures used to model student growth must consist of multiple probes that are equivalent in level of diffi...[more]
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Principals’ Perceptions of the Importance and Availability of Response to Intervention Practices Within High School Settings
Frank J. Sansosti, Amity Noltemeyer, and Shannon Goss
pp. 286-295
Abstract. Although many educational practices are being modified to meet the needs of all learners within elementary schools, there is a paucity of re...[more]
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Thoughts on Rethinking Response to Intervention With Secondary Students
Sharon Vaughn and Jack M. Fletcher
pp. 296-299
We appreciate the opportunity provided by the editor to respond to the commentary on our article (Fuchs, Fuchs, & Compton, 2010). We also appreciate t...[more]
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National Association of School Psychologists (NASP) 2010 Standards
pp. 300-301
The NASP Standards Revision Task Force is pleased to announce that the NASP 2010 Standards were unanimously approved by the NASP Delegate Assembly on ...[more]
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National Association of School Psychologists Principles for Professional Ethics
pp. 302-319
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National Association of School Psychologists Model for Comprehensive and Integrated School Psychological Services
pp. 320-333
The mission of the National Association of School Psychologists (NASP) is to represent school psychology and support school psychologists to enhance t...[more]
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