Publications and Presentations

Books

Irwin, J.R. and Moore, D.L. (2014) Preparing children for reading success: Hands-on activities for caregivers, educators, and librarians. Lanham, MD: Rowman and Littlefield.

Recent Presentations:

2018:

*Chiaraluce, B. (2018, October 18). Evaluating the treatment fidelity of a dialogic reading intervention. Poster to be presented at the annual meeting of the Northeastern Educational Research Association. *denotes student author

* Chiaraluce, B. (2018, May 7). Evaluation and Efficacy of EMPOWERED Acronym in Dialogic Reading Intervention. Poster presented at SCSU’s Second Annual Graduate Research and Creative Activity Conference. New Haven, CT. *denotes student author

Durwin, C., Moore, D., & Carroll, D. A. (2018, October 18). Evaluating the TOSREC as a brief RTI screen for early struggling readers in urban schools. Poster presented at the annual conference of the Northeastern Educational Research Association, Trumbull, CT.

Durwin, C., Carroll, D., Moore, D., & *Chiaraluce, B. (2018, April 14). Efficacy of a dialogic reading intervention for at-risk readers in urban schools. Paper presented at the annual meeting of the American Educational Research Association, New York, NY. *denotes student author.

*Faber, C. A. (2018, November). Replicating the treatment fidelity of POWERED strategies in the Dialogic Reading with Integrated Vocabulary Enrichment Intervention. Poster to be presented at the New England Psychological Association. Worcester, MA: Worcester Polytechnic Institute. *denotes student author.

Moore, D., Durwin, C., & Carroll, D. A. (2018, October 18). Efficacy of a dialogic reading Intervention for struggling first-graders in urban schools. Poster presented at the annual conference of the Northeastern Educational Research Association, Trumbull, CT.

*Avila, S., & *Lituma-Solis, D. (2018, April 14). Are there socioeconomic and demographic differences in our school samples? Poster presented at SCSU’s Fourth Annual Undergraduate Research and Creative Activity Conference. New Haven, CT. *denotes student authors.

*Bernier, R., & *Torres, L. (2018, April 14). An Exploration of Vocabulary Differences Between Two Diverse Elementary Schools. Poster presented at SCSU’s Fourth Annual Undergraduate Research and Creative Activity Conference. New Haven, CT. *denotes student authors.

*Faber, C. A., & Fischer, N. (2018, April 14). Validation of the Dialogic Reading Vocabulary Test. Poster presented at SCSU’s Fourth Annual Undergraduate Research and Creative Activity Conference. New Haven, CT. *denotes student authors.

*Wandling, S., *Karlberg, A., *Pap, S., *Carter, S., & Carroll, D. A. (2018, April 14). Effect of phonemic awareness intervention on word recognition skills in kindergarteners. Poster presented at SCSU’s Fourth Annual Undergraduate Research and Creative Activity Conference. New Haven, CT. *denotes student authors.

2017:

*Diblasi, L., *McDonnell, M., & Carroll, D. A. (2017, October 20). Efficacy of a phonological awareness based intervention in kindergarteners. Poster presented at the annual meeting of the New England Psychological Association, William James College, Newton, MA. *denotes student authors.

*Donovan, L., *Diblasi, L., *McDonnell, M., & Carroll, D. A. (2017, October 20). The impact of letter and letter-sound interventions in kindergarten. Poster Presented at annual meeting of the New England Psychological Association, William James College, Newton, MA. *denotes student authors.

Durwin, Cheryl C.; Moore, Dina; and Carroll, Deborah A., “Can Brief, Evidence-Based Measures Be Effective RTI Screens in Urban Schools? A Preliminary Study” (2017). NERA Conference Proceedings 2017. 11.
http://opencommons.uconn.edu/nera-2017/11

Durwin, C., Moore, D., & Carroll, D. A. (2017, October 20). Can brief, evidence-based measures be effective RTI screens in urban schools? A preliminary study. Poster presented at the annual conference of the Northeastern Educational Research Association, Trumbull, CT.

*Jones, K., *Robinson, K., *Duclos, J., & Carroll, D. A. (2017) Longitudinal impact of a dialogic reading intervention in elementary school students. Poster presented at the annual meeting of the New England Psychological Association, William James College, Newton, MA. *denotes student authors.

*Reid, I., *Sciola, A., *Munoz, T., Durwin, C., Moore, D., & Carroll, D. A. (2017). Psychometric    assessment of a feelings about reading survey. Poster presented at the annual meeting of the New England Psychological Association, William James College, Newton, MA. *denotes student authors.

Durwin, C., Moore, D., & Carroll, D. A. (2017, April). Using the TOSREC as an initial RTI screen: A practical alternative for urban schools. Poster to be presented at the annual meeting of the American Educational Research Association, San Antonio, TX.

2016:

Carroll, D. A., Durwin, C., Moore, D., *Robinson, K., *Smith, M., & *Strontzer, T. (2016, October 28). Longitudinal impact of a dialogic reading intervention in first and second graders. Poster presented at the annual meeting of the Northeastern Educational Research Association, Trumbull, CT. *denotes student authors.

Carroll, D. A., Durwin, C., Moore, D., *Seradieu, S., *Robinson, K., *Mancinelli, M., *Cook-Jensen, E., & *Smith, M. (2016, October 15). Effect of dialogic reading intervention on reading comprehension in second graders. Poster presented at the annual meeting of the New England Psychological Association, Assumption College, Worcester, MA. *denotes student authors.

*Robinson, K., *Seradieu, S., *Smith, M., *Cook-Jensen, E., *Mancinelli, M., Durwin, C., Moore, D., & Carroll, D. A. (2016, October 15). Psychometric assessment of a feelings about reading survey. Poster presented at the annual meeting of the New England Psychological Association, Assumption College, Worcester, MA. *denotes student authors.

Durwin, C., Carroll, D., & Moore, D. (2016, March). Dialogic reading: A theory-based approach to early reading intervention in urban schools. Poster presented at the annual meeting of the Eastern Psychological Association, New York, NY.

2014 and earlier:

Durwin, C., & Moore, D. (2014, April). Investigating an in-school word-families flashcard intervention to facilitate word recognition in kindergartners. Poster presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.

Durwin, C., & Moore, D. (2011, April). Can word-families flashcards facilitate acquisition of word recognition skills in kindergartners? Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Cisero Durwin, C., & Moore, D. (2012, March). Using color-coded word families flashcards to facilitate word recognition in kindergartners. Poster presented at the annual meeting of the Eastern Psychological Association, Pittsburgh, PA.

Workshops Given:

Carroll, D. A., Durwin, C., & Moore, D. (2014, November 12). Tips for reading success at St. James School. St. James School, Stratford, CT.

Durwin, C., & Carroll, D.A. (2014, September 17). Promoting engagement, interest, and comprehension through dialogic reading. Presentation at the Jewish Coalition for Literacy Information and Orientation Session, Jewish Community Center, Woodbridge, CT.

Durwin, C., & Carroll, D. (2015, March 18). An introduction to dialogic reading with integrated vocabulary. Workshop given to AARP Experience Corps reading volunteers. Hamden, CT.

 

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