Research briefs are a great–2-page!–way to read about 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.
Research Brief: Cognitive and Achievement Skills Develop Together
full citation: Cameron, C. E., et al. (2019). Bidirectional and co-developing associations of cognitive, mathematics, and literacy skills during kindergarten. Journal of Applied Developmental Psychology 62: 135-144.
Research Brief: Visuospatial Skills and Mathematics Among Children with Autism and Williams Syndrome
full citation: Kim, H. and C. E. Cameron (2016). Implications of visuospatial skills and executive functions for learning mathematics: Evidence from children with autism and Williams Syndrome.” AERA Open 2(4): 2332858416675124.
Research Brief: Attentional Control and Visuomotor Integration
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
Research Brief: Visuomotor Integration and Inhibitory Control in Preschool
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
Research Brief: Rasch Analysis of Key-Math 3
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.
Research Brief: HTKS and Academic Achievement Over School Transition
full citation: McClelland, M. M., Cameron, C. E., Duncan, R., Bowles, R. P., Acock, A. C., Miao, A., & Pratt, M. E. (2014). Predictors of early growth in academic achievement: The Head-Toes-Knees-Shoulders Task. Frontiers in Psychology, Developmental Psychology. doi: 10.3389/fpsyg.2014.00599
Research Brief: Steepest Learning Occurs Early Among 30,000 K-8th Graders
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
Research Brief: Psychometric Properties of 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
Research Brief: Preliminary Validation of 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
Research Brief: Fine Motor Skills and EF Contribute to Kindergarten 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