Educational psychology, learning disabilities, quantitative methods and research design, reading and language comprehension.
Current Research
Individual differences in reading skill development. Specifically, I am interested in the identification of skills that are related to the acquisition of reading ability and the use of these skills to identify children who are at-risk for early reading problems. I also have a strong interest in research design, measurement, and statistical methodology with a particular focus on multi-level modeling and item response theory.
Publications
Selected Publications
Petscher, Y., & Schatschneider, C. (in press). A simulation study on the
performance of the simple difference and covariance adjusted scores in
randomized experiments. Journal of Educational Measurement.
Schatschneider, C., & Petscher, Y. (in press). Statistical Modeling in
Literacy Research. In M.L. Kamil, P. D. Pearson, E.B. Moje, & Afflerbach
(Eds.). Handbook of Reading Research (Vol 4). Routledge: NY.
Schatschneider, C., & Lonigan, C.J. (2010). Misunderstood Statistical
Assumptions Undermine Criticism of the National Early Literacy Panel's
Report. Educational Researcher, 39, 347-351.
Connor, C.M., Piasta, S.B., Fishman, B, Glasney, S., Schatschneider, C.,
Crowe, E. Underwood, P., & Morrison, F.J. (2009). Individualizing student
instructon precisely: Effects of child by instruction interactions on first
grader's literacy development. Child Development, 80, 77-100.
Schatschneider, C., Wagner, R.K., and Crawford, E. (2008). The importance
of measuring growth in response to intervention models: Testing a core
assumption. Learning and Individual Differences, 18, 308-315.
Schatschneider, C., Petscher, Y., & Williams, K.M. (2008). How to evaluate
a screening process: The vocabulary of screening and what educators need to
know. In L. Justice and C. Vukelic (Eds.). Achieving excellence in
preschool language and literacy instruction(pp. 304-316). New York:
Guilford Press.
