College of Education and Human Development

Department of Educational Psychology

Kristen McMaster

  • Guy Bond Chair in Reading

Kristen McMaster

Areas of interest

Create conditions for successful response to intervention of academically diverse learners by promoting teachers’ use of data-based decision-making and evidence-based instruction and developing individualized interventions for students for whom generally effective instruction is not sufficient.

Degrees

PhD, Vanderbilt University

Publications

McMaster, K. L., Lembke, E. S., Shin, J., Poch, A., Smith, R. A., Jung, P., Allen, A., & Wagner, K. (2020). Supporting teachers’ use of data-based instruction to improve students’ early writing skills. Journal of Educational Psychology, 112(1), 1–21. https://doi.org/10.1037/edu0000358

Kendeou, P., McMaster, K., *Butterfuss, R., *Kim, J., *Bresina, B., & Wagner, K. (in press). The inferential language comprehension (iLC) framework. Invited paper for Topics in Cognitive Science.

Allen, A. A., Jung, P-G., Poch, A. L., Brandes, D., Shin, J., Lembke, E. S., & McMaster, K. L. (2019) Technical Adequacy of Curriculum-Based Measures in Writing in Grades 1–3, Reading & Writing Quarterly, DOI: 10.1080/10573569.2019.1689211.

Nelson, G., & McMaster, K. L. (2019). Factors that may influence treatment effects: Helping practitioners select early numeracy interventions. Learning Disabilities Research & Practice, 34(4), 194-206. DOI: 10.1111/ldrp.12208.

McMaster, K. L., Kendeou, P., Bresina, B., Slater, S., Wagner, K., White, M. J., Butterfuss, R., Kim, J. & Umana, C. (2019). Developing an interactive software application to support young children’s inference-making. L1-Educational Studies in Languages and Literature, 19, 1-30. https://doi.org/10.17239/L1ESLL-2019.19.04.04.

Nelson, G., & McMaster, K. L. (2019). The effects of early numeracy interventions for students in preschool and early elementary: A meta-analysis. Journal of Educational Psychology, 111, 1001–1022. doi:10.1037/edu0000334

McMaster, K. L. (2019). Innovations, insights, and impact: Expanding frontiers in learning disabilities research. Invited commentary in L. S. Fuchs & D. L. Compton (Eds.), Models for Innovation: Advancing Approaches to Higher-Risk and Higher-Impact Learning Disabilities Science. New Directions for Child and Adolescent Development, 2019(165), 1–8137-144. DOI: 10.1002/cad.20293.

Shin, J., & McMaster, K. (2019). Relations between CBM (oral reading and maze) and reading comprehension on state achievement tests: A meta-analysis. Journal of School Psychology, 73, 131-149.

Wagner, K., Smith, R. A., Allen, A., Poch, A., McMaster, K., & Lembke, E. (2018). Exploration of new complexity metrics for curriculum-based measures of writing. Assessment for Effective Intervention. DOI: 1534508418773448.

Fuchs, D., Fuchs, L. S., McMaster, K. L., & Lemons, C. J. (2018). Students with Disabilities’ Abysmal School Performance: An Introduction to the Special Issue. Invited publication for Learning Disabilities Research & Practice, 33(3), 127-130.

Jung, P., McMaster, K., Kunkel, A., Shin, J., & Stecker, P. (2018). Effects of data-based individualization for students with intensive learning needs: A meta-analysis. Invited publication for Learning Disabilities Research & Practice, 33(3), 144-155.

McMaster, K. L., Kunkel, A., Shin, J., Jung, P., & Lembke, L. (2018). Early writing intervention: A best-evidence synthesis. Journal of Learning Disabilities, 51 (4). Doi 0022219417708169 (First published online May 12, 2017).

Parker, D., Burns, M., McMaster, K, Al Otaiba, S., Medhanie, A. (2018). Examining the relations between instructional level data and intervention response in early writing. Assessment for Effective Intervention, 43 (3), 157-168. DOI: 1534508417731999.

Lembke, E., McMaster, K., Smith, R., Allen, A., Brandes, D., & Wagner, K. (2018). Professional Development for Data-Based Instruction in early writing: Tools, Learning, and Collaborative Support. Teacher Education and Special Education, 41(2), 106-120. DOI 0888406417730112.