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Works (7)

Understanding Heterogeneous Patterns of Family Engagement With Educational Technology to Inform School-Family Communication in Linguistically Diverse Communities

Educational Researcher
2024-08 | Journal article
DOI: 10.3102/0013189X241238651
Contributors: Catherine Armstrong Asher; Ethan Scherer; James S. Kim; Johanna Norshus Tvedt
Source: check_circle
Crossref

Improving Low-Performing Schools: A Meta-Analysis of Impact Evaluation Studies

American Educational Research Journal
2022-10 | Journal article
DOI: 10.3102/00028312211060855
Contributors: Beth E. Schueler; Catherine Armstrong Asher; Katherine E. Larned; Sarah Mehrotra; Cynthia Pollard
Source: check_circle
Crossref

Using a Factorial Design to Maximize the Effectiveness of a Parental Text Messaging Intervention

Journal of Research on Educational Effectiveness
2022-07-03 | Journal article
DOI: 10.1080/19345747.2021.2009073
Contributors: Catherine Armstrong Asher; Ethan Scherer; James S. Kim
Source: check_circle
Crossref

Improving reading comprehension, science domain knowledge, and reading engagement through a first-grade content literacy intervention.

Journal of Educational Psychology
2021-01 | Journal article
DOI: 10.1037/edu0000465
Part of ISSN: 1939-2176
Part of ISSN: 0022-0663
Source: Self-asserted source
Catherine Asher

Using a Sequential Multiple Assignment Randomized Trial (SMART) to Develop an Adaptive K–2 Literacy Intervention With Personalized Print Texts and App-Based Digital Activities

AERA Open
2019-07 | Journal article
DOI: 10.1177/2332858419872701
Part of ISSN: 2332-8584
Part of ISSN: 2332-8584
Source: Self-asserted source
Catherine Asher

Relations among intrinsic and extrinsic reading motivation, reading amount, and comprehension: a conceptual replication

Reading and Writing
2019-05 | Journal article
DOI: 10.1007/s11145-018-9907-9
Part of ISSN: 0922-4777
Part of ISSN: 1573-0905
Source: Self-asserted source
Catherine Asher

Leveraging Volunteers: An Experimental Evaluation of a Tutoring Program for Struggling Readers

Journal of Research on Educational Effectiveness
2016-10-03 | Journal article
DOI: 10.1080/19345747.2016.1138560
Part of ISSN: 1934-5747
Part of ISSN: 1934-5739
Source: Self-asserted source
Catherine Asher

Peer review (1 review for 1 publication/grant)

Review activity for Educational psychology review. (1)
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