The articles provided in the links below are a sample of the research that provided the foundation for the development of the Reading Success Lab software.
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Royer, J. M. (2004). Uses for the Sentence Verification Technique for Measuring Language Comprehension. Unpublished manuscript.
This article reviews the research completed by Royer and others that examined the reliability, validity and uses for comprehension tests generated using the Sentence Verification Technique procedure. The entire article is not published though various components of the article have been published.
Sinatra, G. M., & Royer, J. M. (1993). The development of cognitive component processing skills that support skilled reading. Journal of Educational Psychology,85, 509-519.
This article was one of the first that examined the validity of the response time and accuracy tasks that were subsequently incorporated into the Reading Success Lab software. Aspects of the study that were not included in the published article examined the reliability of the assessments and a number of additional validity indices.
Royer, J. M., & Sinatra, G. M. (1994). A cognitive theoretical approach to reading diagnostics. Educational Psychology Review, 6, 81-114.
This article provides the theoretical rationale for using a procedure like that incorporated in the Reading Success Lab software as a reading diagnostic procedure.
The article sketches out a theory of reading development and identifies problems that could inhibit learning to read. It then goes on to describes the characteristics that a good reading diagnostic system should have. Those characteristics are present in the Reading Success Lab assessment module.
Greene, B. A., & Royer, J. M. (1994). A developmental review of response time data that support a cognitive component model of reading. Educational Psychology Review, 6, 141-172.
This article provides a review of research studies that collect both accuracy and response time (time to perform a reading task) information. This literature review was used to select the tasks that were subsequently incorporated into the Reading Success Lab assessment module.
Pitoniak, M. J., & Royer, J. M. (2001). Testing accommodations for examinees with disabilities: A review of psychometric, legal and social policy issues. Review of Educational Research, 71, 53-104.
This article examines the research literature concerned with providing test taking accommodations for examinees with disabilities. As suggested by the title, the issue of testing accommodations is examined from several viewpoints.
Rath, K. A., & Royer, J. M. (2002). The nature and effectiveness of learning disability services for college students. Educational Psychology Review, 14, 353-382.
This review article examines the research literature on the provision of learning disability services for college students. One of the interesting aspects of the findings is that relatively few colleges provide services designed to make students better readers. Instead, services focus on helping them learn and perform on tests through the use of services such as tutors or the provision of accommodations.
Royer, J. M., & Walles, R. (2007) Fluency Training as an alternative intervention for treatment resistant readers. In E. Grigorenko and A. Naples (Eds.) Single Word Reading: Biological and Behavioral Perspectives. Hillsdale, NJ: L. Erlbaum.. (pp. 327-353)
This book chapter reports research showing that students who have not benefited from phonics based instruction can make good progress in developing reading skills using the intervention techniques implemented in the Reading Success Lab skill builders.