(Interventionist and Supervisor, October 2015-present). Involved in intervention research looking to adapt an evidence-based reading comprehension curriculum to better meet the needs of children with autism spectrum disorder.
Testing the Efficacy of Reading RULES: A Tier 1 and Tier 2 Intervention for First-Grade Children with Decoding and Comprehension Difficulties
(Research Assistant, September 2015-present). A project to evaluate the effect of the Reading RULES program, which was developed to help first-grade students who are at-risk for reading difficulties or disabilities in word reading and comprehension. This study in being conducted in schools in the greater Davis, CA area as well as the greater Houston, TX area.
EDU 115: Educating Students with Disabilities (Teaching Assistant)
EDU 110: Educational Psychology (Teaching Assistant)
EDU 185: Learning in a Digital Age: Information, Schooling, and Society (Teaching Assistant)
Grimm, R., Solari, E., McIntyre, N., Ferrer, E., Henry, A., Denton, C., Madsen, K., Zajic, M. (2016, July). Tracking reading development of heterogeneous groups of first-grade students: A latent transition analysis. Poster, Society for the Scientific Study of Reading Annual Conference, Porto, Portugal.
Solari, E., Grimm, R., McIntyre, N., Denton, C., Madsen, K., Ferrer, E., Henry, A. (2016, July). Subgroup comparisons of the Simple View of Reading: Should fluency be added to the model for at-risk readers? Poster, Society for the Scientific Study of Reading Annual Conference, Porto, Portugal.
Awards and Honors
James C. Higgins Memorial Award, Department of Psychology, Fordham University, Spring 2015.