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David J. Chard
Researcher at Southern Methodist University
Publications - 76
Citations - 7012
David J. Chard is an academic researcher from Southern Methodist University. The author has contributed to research in topics: Reading (process) & Special education. The author has an hindex of 37, co-authored 76 publications receiving 6714 citations. Previous affiliations of David J. Chard include University of Oregon & University of Texas at Austin.
Papers
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Journal ArticleDOI
Repeated Reading Interventions for Students with Learning Disabilities: Status of the Evidence:
David J. Chard,Leanne R. Ketterlin-Geller,Scott K. Baker,Christian T. Doabler,Chanisa Apichatabutra +4 more
TL;DR: For instance, this paper found that repeated reading is not supported by rigorous research as deflned by the quality indicators used and therefore is not an evidence-based practice based on those criteria for students with and at risk for learning disabili- ties.
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Using Measures of Number Sense to Screen for Difficulties in Mathematics: Preliminary Findings:
TL;DR: In this paper, the development and preliminary field testing of a set of measures designed to screen students in kindergarten and first grade to identify those at risk for potential mathematics difficulties is described, and plans for testing the predictive validity of the measures are outlined.
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Teaching Writing to At-Risk Students: The Quality of Evidence for Self-Regulated Strategy Development:
Scott K. Baker,David J. Chard,Leanne R. Ketterlin-Geller,Chanisa Apichatabutra,Christian T. Doabler +4 more
TL;DR: This paper evaluated the quality of the research and evidence base for a writing intervention called Self-Regulated Strategy Development (SRSD) for students with and at risk for learning disabilities.
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Fluency and Comprehension Interventions for Third-Grade Students:
Sharon Vaughn,David J. Chard,Diane Pedrotty Bryant,Maggie Coleman,Brenda-Jean Tyler,Sylvia Linan-Thompson,Kamiar Kouzekanani +6 more
TL;DR: In this paper, the differential effects of fluency and comprehension instruction on reading outcomes in two groups of students: those with significant reading problems and those who are low-to average-achieving students.
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Making the Very Most of Classroom Read-Alouds to Promote Comprehension and Vocabulary
TL;DR: In this article, the authors present guidelines for integrating comprehension and vocabulary instruction in read-alouds, which can help teachers make the very most of class time and boost learners' vocabulary knowledge and reading comprehension.