RESEARCH

Link to Claire Cameron’s Google scholar page

Link to more information about the HTKS or Click to request the HTKS

Research briefs are a great–2-page!–way to read my recent research. These briefs, which summarize the results of peer-reviewed publications, are totally open-access. Please contact me at cecamero(at)buffalo.edu if you would like to request a copy of the entire article.

2016 Research Brief - Kim Byers et al.

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Attentional Control and Visuomotor Integration Uniquely Contribute to Children’s Successful Classroom Functioning

full citation: Kim, H., Byers, A. I., Cameron, C. E., Brock, L. L., Cottone, E. A., & Grissmer, D. W. (2016). Unique contributions of attentional control and visuomotor integration on concurrent teacher-reported classroom functioning in early elementary students. Early Childhood Research Quarterly, 36, 379-390. doi: 10.1016/j.ecresq.2016.01.018

 

 

 

2015_RB_DP_VMI_NCRECE

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Visuomotor Integration and Inhibitory Control Compensate for Each Other in School Readiness

full citation: Cameron, C. E., Brock, L. L., Hatfield, B. E., Cottone, E. A., Rubinstein, E., LoCasale-Crouch, J., & Grissmer, D. W. (2015). Visuomotor integration and inhibitory control compensate for each other in school readiness. Developmental Psychology, online. doi:10.1037/a0039740

 

 

2015_RB_KeyMath

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A Rasch Analysis of the KeyMath-3 Diagnostic Assessment

full citation: Kim, H., Schmidt, K. M., Murrah, W. M., Cameron, C. E., & Grissmer, D. W. (2015). A Rasch analysis of the KeyMath-3 Diagnostic Assessment. Journal of Applied Measurement.

 

 

 

 

2014_Gompertz_RB

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Study of Over 30,000 K-8th Graders Shows Steepest Learning Occurs Before 3rd Grade

full citation: Cameron, C. E., Grimm, K. J., Steele, J. S., Castro-Schilo, L., & Grissmer, D. W. (2014). Nonlinear Gompertz curve models of achievement gaps in mathematics and reading. Journal of Educational Psychology, online. doi: 10.1037/edu0000009

 

 

 

 

2014_Helyn_MSRS_RB

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Psychometric Properties of the Teacher-Reported Motor Skills Rating Scale

full citation: Kim, H., Murrah, W. M., Cameron, C. E., Brock, L. L., Cottone, E. A., & Grissmer, D. (2014). Psychometric properties of the teacher-reported motor skills rating scale. Journal of Psychoeducational Assessment. doi:10.1177/0734282914551536

 

 

 

 

MSRS_RB_image_for_blog

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Preliminary Validation of the Motor Skills Rating Scale

full citation: Cameron, C. E., Chen, W.-B., Blodgett, J., Cottone, E. A., Mashburn, A. J., Brock, L. L., & Grissmer, D. W. (2012). Preliminary Validation of the Motor Skills Rating Scale. Journal of Psychoeducational Assessment, 30(6), 555-566. doi:10.1177/0734282911435462

 

 

 

 

2012_RB_CD

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Fine Motor Skills and Executive Function Contribute to KG Achievement

full citation: Cameron, C. E., Brock, L. L., Murrah, W. M., Bell, L. H., Worzalla, S. L., Grissmer, D. W., & Morrison, F. J. (2012). Fine motor skills and executive function both contribute to kindergarten achievement. Child Development, 83(4), 1229-1244. doi:10.1111/j.1467-8624.2012.01768.x