A
Alysia D. Roehrig
Researcher at Florida State University
Publications - 38
Citations - 1749
Alysia D. Roehrig is an academic researcher from Florida State University. The author has contributed to research in topics: Reading (process) & Student engagement. The author has an hindex of 19, co-authored 34 publications receiving 1605 citations. Previous affiliations of Alysia D. Roehrig include University of Notre Dame.
Papers
More filters
Journal ArticleDOI
Accuracy of the DIBELS oral reading fluency measure for predicting third grade reading comprehension outcomes.
TL;DR: The recalibrated risk-level cut scores predict performance on the FCAT-SSS equally well for students from different socio-economic, language, and race/ethnicity categories and more accurate identification of true positives than previously established benchmarks.
Journal ArticleDOI
The effects of teacher qualification, teacher self-efficacy, and classroom practices on fifth graders' literacy outcomes
TL;DR: This article examined the effects of teacher self-efficacy, education, and years of experience on observed classroom practices across 2 dimensions (teacher support for student learning and time in academics) as they related to fifth-grade students' literacy skills.
Journal ArticleDOI
The First Days of School in the Classrooms of Two More Effective and Four Less Effective Primary-Grades Teachers
TL;DR: In this article, the authors observed 6 primary-grades teachers in public and private schools and found that two of them were much more effective compared to the other four in producing greater student engagement and literacy progress.
Journal ArticleDOI
Mentoring beginning primary teachers for exemplary teaching practices
TL;DR: This paper conducted a grounded theory analysis about change potential and found that more effective beginning teachers communicated more with mentors, more accurately self-reported use of effective teaching practices, and were more open to mentoring.
Journal ArticleDOI
Teacher quality moderates the genetic effects on early reading.
Jeanette Taylor,Alysia D. Roehrig,B. Soden Hensler,Carol McDonald Connor,Christopher Schatschneider +4 more
TL;DR: The results show that better teachers allow children to fulfill their genetic potential; poor teachers do not, and poor teaching impedes the ability of children to reach their potential.