Scott P. Ardoin, Ph.D.

2001 Syracuse University, Syracuse, NY, United States 
"Scott Ardoin"


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Brian Martens grad student 2001 Syracuse
 (Using self-evaluation to assess the effects of school-based interventions.)
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Hine JF, Ardoin SP, Foster TE. (2015) Decreasing transition times in elementary school classrooms: Using computer-assisted instruction to automate intervention components. Journal of Applied Behavior Analysis. 48: 495-510
January SAA, Ardoin SP. (2015) Technical Adequacy and Acceptability of Curriculum-Based Measurement and the Measures of Academic Progress Assessment For Effective Intervention. 41: 3-15
Christ TJ, Ardoin SP. (2015) Commentary on new metrics, measures, and uses for fluency data Reading and Writing. 28: 151-157
Zawoyski AM, Ardoin SP, Binder KS. (2015) Using eye tracking to observe differential effects of repeated readings for second-grade students as a function of achievement level Reading Research Quarterly. 50: 171-184
Nguyen KV, Binder KS, Nemier C, et al. (2014) Gotcha! Catching Kids During Mindless Reading Scientific Studies of Reading. 18: 274-290
Ardoin SP, Morena LS, Binder KS, et al. (2013) Examining the impact of feedback and repeated readings on oral reading fluency: let's not forget prosody. School Psychology Quarterly : the Official Journal of the Division of School Psychology, American Psychological Association. 28: 391-404
Binder KS, Tighe E, Jiang Y, et al. (2013) Reading Expressively and Understanding Thoroughly: An Examination of Prosody in Adults with Low Literacy Skills. Reading and Writing. 26: 665-680
Ardoin SP, Christ TJ, Morena LS, et al. (2013) A systematic review and summarization of the recommendations and research surrounding Curriculum-Based Measurement of oral reading fluency (CBM-R) decision rules. Journal of School Psychology. 51: 1-18
Rayner K, Ardoin SP, Binder KS. (2013) Children's eye movements in reading: A commentary School Psychology Review. 42: 223-233
Foster TE, Ardoin SP, Binder KS. (2013) Underlying changes in repeated reading: An eye movement study School Psychology Review. 42: 140-156
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