Je Chun An

All Publications

• Instructional Decision-Making for Students With Intensive Early Writing Needs: Student Growth in Sentence-Level Curriculum-Based Measurement JOURNAL OF LEARNING DISABILITIES Choi, S., McMaster, K. L., Shanahan, E., An, J., Kohli, N. 2026: 222194261450144

  Abstract

  Instructional decision-making is a defining feature of data-based individualization (DBI) for students with intensive learning needs, yet its added value in facilitating growth in writing remains underexplored. This study examined sentence-level writing growth among 38 elementary students with early writing needs who received DBI support. Students completed weekly progress monitoring over 14 weeks, and teachers made instructional decisions at Week 8. Using piecewise linear-linear mixed-effects modeling, we compared growth rates before and after this decision point. Overall, students improved in sentence-level writing, but growth did not significantly accelerate after Week 8 when analyzed as a group. With respect to instructional decision type (e.g., with and without instructional change), students whose teachers made instructional changes began with slower initial growth but accelerated after Week 8, whereas those whose teachers continued instruction (with or without raising the long-term goal) started with faster initial growth but showed sustained or slightly decelerated growth. These findings underscore the importance of timely instructional modifications for students with inadequate initial progress.

  View details for DOI 10.1177/00222194261450144

  View details for Web of Science ID 001779431700001

  View details for PubMedID 42216845

• Understanding individual and media differences in kindergarteners' video-based inference-making LEARNING AND INDIVIDUAL DIFFERENCES Choi, S., Mcmaster, K. L., Hwang, H., Kim, N., Reno, E. A., Fulsher, A., An, J., Guha, M., Slater, S., Mergen, R., Pizzigallo, E., Kendeou, P. 2026; 128

  View details for DOI 10.1016/j.lindif.2026.102906

  View details for Web of Science ID 001721196600001

• Measurement of Fidelity in Coaching-Based Professional Development: A Scoping Review JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION An, J., Mcmaster, K. 2026

  View details for DOI 10.1080/10474412.2026.2626907

  View details for Web of Science ID 001682743200001

• Examining Measures and Methods for Determining Students' Responsiveness to Data-Based Early Writing Instruction SCIENTIFIC STUDIES OF READING An, J., McMaster, K., Choi, S., Bell, L., Guha, M., Shanahan, E., Lembke, E. 2026; 30 (3): 277-302

  View details for DOI 10.1080/10888438.2026.2618101

  View details for Web of Science ID 001665794200001

• Exploring latent writing profiles and their connection to intervention responsiveness LEARNING AND INDIVIDUAL DIFFERENCES Choi, S., Reno, E. A., An, J., Shanahan, E., Lembke, E., McMaster, K. L. 2025; 124

  View details for DOI 10.1016/j.lindif.2025.102790

  View details for Web of Science ID 001578782600003

• Optimizing Assessment Thresholds of a Computer Gaming Intervention for Students with or at Risk for Mathematics Learning Disabilities: Accuracy and Response Time Trade-Offs EDUCATION SCIENCES Choo, S., An, J., Nelson, N., Kosty, D. 2025; 15 (12)

  View details for DOI 10.3390/educsci15121660

  View details for Web of Science ID 001646385400001

• Supporting Teachers' Data-Based Individualization of Early Writing Instruction: An Efficacy Trial. Journal of learning disabilities McMaster, K. L., Lembke, E. S., Shanahan, E., Choi, S., An, J., Schatschneider, C., Duesenberg-Marshall, M. D., Birinci, S., McCollom, E., Garman, C., Moore, K. 2025; 58 (4): 287-303

  Abstract

  In a multiyear, multisite, randomized control trial, we examined the effects of comprehensive professional development designed to support teachers' data-based instruction (DBI) for students with intensive early writing needs. Teachers (N = 154; primarily special educators or intervention specialists) were assigned randomly to a treatment group (n = 76), in which they received tools, learning, and coaching to support their DBI implementation over 20 weeks, or to a control group (n = 78). Students either received DBI in early writing (n = 155) from treatment teachers or their usual writing instruction (n = 154) from control teachers. Treatment teachers outperformed controls on measures of DBI knowledge and skills (d = 1.57) and self-efficacy for writing instruction (d = .94), and treatment students outperformed controls on proximal and distal writing outcomes (ds = .14-.29). Student characteristics (grade, special education status, English learner status, and race/ethnicity) did not moderate intervention effects. We discuss findings in terms of the importance of supporting students with intensive learning needs, the efficacy and feasibility of implementing DBI-TLC, and implications for pre- and in-service teacher training and support.

  View details for DOI 10.1177/00222194241300324

  View details for PubMedID 39648409

• Exploring Predictors of Teachers' Sustained Use of Data-Based Instruction. Journal of learning disabilities An, J., Shanahan, E., Choi, S., McMaster, K. L. 2025; 58 (1): 19-32

  Abstract

  The purpose of this logistic regression study was to identify predictors of teacher-reported sustained use of data-based instruction (DBI) during the COVID-19 pandemic and assess the extent to which the identified predictors explained teachers' sustained use after completing programmatic support for intensive early writing instruction. We surveyed 58 teachers who participated in a professional development efficacy trial regarding their sustained use of DBI in writing. The model indicated a higher predicted probability of sustaining DBI for teachers who received the full treatment (tools, learning modules, and coaching for 20 weeks of intervention during their year of participation in the efficacy trial) compared to teachers in the control group who only received tools and learning modules at the end of their participation year. In addition, teachers who taught in-person were more likely to sustain compared to those who taught in remote or hybrid models, controlling for other variables. Furthermore, as the number of facilitators that teachers reported increased, teachers were more likely to sustain their use of DBI components, controlling for other variables. Further research could shed light on the relative impact of different types of facilitators and different levels of support.

  View details for DOI 10.1177/00222194241275636

  View details for PubMedID 39291845

• Ongoing Teacher Support for Data-Based Individualization: A Meta-Analysis and Synthesis. Journal of learning disabilities Shanahan, E., Choi, S., An, J., Casey-Wilke, B., Birinci, S., Roberts, C., Reno, E. 2025; 58 (1): 3-18

  Abstract

  Although data-based individualization (DBI) has positive effects on learning outcomes for students with learning difficulties, this framework can be difficult for teachers to implement due to its complexity and contextual barriers. The first aim of this synthesis was to investigate the effects of ongoing professional development (PD) support for DBI on teachers' DBI knowledge, skills, beliefs, and fidelity and the achievement of preschool to Grade 12 students with academic difficulties. The second aim was to report on characteristics of this support and explore whether features were associated with effects. We identified 26 studies, 16 and 22 of which examined teacher and student outcomes, respectively. Meta-analyses indicated that the weighted mean effect size for DBI with ongoing support for teachers was g = 0.86 (95% confidence interval [CI] = [0.43, 1.28], p < .001, I2 = 83.74%, k = 46) and g = 0.31 for students (95% CI = [0.19, 0.42], p < .001, I2 = 61.38%, k = 103). We did not identify moderators of treatment effects. However, subset effects were descriptively larger for ongoing support that targeted data-based instructional changes or included collaborative problem-solving. Researchers may improve future DBI PD by focusing on support for teachers' instructional changes, describing support practices in greater detail, and advancing technological supports.

  View details for DOI 10.1177/00222194241271335

  View details for PubMedID 39238247

  View details for PubMedCentralID PMC11636021

• Dynamic Assessment to Assess Mathematical Problem Solving of Students with Disabilities EDUCATION SCIENCES Choo, S., Mergen, R., An, J., Li, H., Liu, X., Odima, M., Gassaway, L. J. 2025; 15 (4)

  View details for DOI 10.3390/educsci15040419

  View details for Web of Science ID 001474844200001

• Implementation Drivers of Data-Based Instruction for Students With Intensive Learning Needs: A Systematic Review. Journal of learning disabilities Choi, S., Shanahan, E., Casey-Wilke, B., An, J., Johnson, L. 2024; 57 (5): 291-302

  Abstract

  Despite decades of research efforts, data-based instruction (DBI) for students with intensive intervention needs are not being widely used in practice as anticipated, and many educators have difficulties in implementing it. This systematic review aimed to examine what kinds of implementation drivers and strategies have been used to support educators implementing DBI and what kinds of implementation outcomes researchers have measured. Eighteen studies were synthesized using the Implementation Drivers framework and Implementation Outcomes taxonomy and were quality appraised. We found that the majority of studies primarily used competency drivers to increase teachers' DBI expertise, while a limited number of studies focused on organizational and leadership drivers. Acceptability and fidelity were frequently assessed as implementation outcomes. We discussed the implications of the findings, including the need for researchers to incorporate implementation drivers and outcomes at diverse levels to best support educators' implementation of DBI, as well as the limitations of this review, such as the limited generalizability of the findings.

  View details for DOI 10.1177/00222194231220070

  View details for PubMedID 38158822

• Data based individualization in early writing: the importance and measurement of implementation fidelity FRONTIERS IN EDUCATION Lembke, E. S., McMaster, K. L., Duesenberg-Marshall, M. D., McCollom, E., Choi, S., Shanahan, E., An, J., Sussman-Dawson, K., Birinci, S. 2024; 9

  View details for DOI 10.3389/feduc.2024.1380295

  View details for Web of Science ID 001352801200001

• Effects of interventions using graphic organizer in Korea: a meta-analysis ASIA PACIFIC EDUCATION REVIEW An, J., Kim, D. 2024; 25 (5): 1433-1449

  View details for DOI 10.1007/s12564-024-09965-2

  View details for Web of Science ID 001233745300001

• Peer relationship instructions in inclusive educational settings in Korea: a meta-analysis ASIA PACIFIC EDUCATION REVIEW An, J., Choi, S., Lim, J. 2025; 26 (2): 429-443

  View details for DOI 10.1007/s12564-024-09971-4

  View details for Web of Science ID 001228214300001

• Longitudinal Effects of Data-Based Instructional Changes for Students With Intensive Learning Needs: A Piecewise Linear-Linear Mixed-Effects Modeling Approach JOURNAL OF EDUCATIONAL PSYCHOLOGY Choi, S., McMaster, K. L., Kohli, N., Shanahan, E., Birinci, S., An, J., Duesenberg-Marshall, M., Lembke, E. S. 2024; 116 (4): 608-628

  View details for DOI 10.1037/edu0000853

  View details for Web of Science ID 001327860000008

• Effects of writing instruction on the reading outcomes of students with literacy difficulties in pre-kindergarten to fifth grade: a meta-analysis READING AND WRITING Shanahan, E., Reno, E., Chandler, B. W., Novelli, C., An, J., Choi, S., Mcmaster, K. L. 2025; 38 (3): 627-650

  View details for DOI 10.1007/s11145-024-10527-6

  View details for Web of Science ID 001194948500001

• Monitoring Elementary Students' Progress Using Word Dictation: Technical Features of Slope and Growth Analysis ASSESSMENT FOR EFFECTIVE INTERVENTION Choi, S., Shanahan, E., An, J., McMaster, K. 2023; 48 (4): 201-210

  View details for DOI 10.1177/15345084231182718

  View details for Web of Science ID 001018429200001

• The quality and effectiveness of Social-Emotional Learning (SEL) intervention studies in Korea: A meta-analysis. PloS one Kim, D., Lim, J. H., An, J. 2022; 17 (6): e0269996

  Abstract

  Social-emotional learning (SEL) is an educational model for improving social-emotional competences of all students and a long-term education program connecting school, home, and community. Although there has been active research to establish evidence-based practice (EBP) of SEL programs worldwide, the quality of SEL intervention studies which is an integral part of evaluating EBP was rarely investigated. In addition, prior meta-analytic studies focused only on the effectiveness of SEL programs conducted in Western society. In this sense, in order to contribute to establishing EBP of SEL programs, the current research sought to analyze both quality and effectiveness of SEL intervention studies conducted in Korea where SEL has been investigated and applied in classroom since 2010. To conduct this study, we selected 22 peer-reviewed articles (about 23 SEL programs) and analyzed their quality by Evidence-Based Intervention (EBI) indicators and calculated effect sizes using a meta-analysis. The results of the quality analysis revealed that SEL intervention studies had some limitations with a statistical analysis, use of measurement, a control group design, intervention fidelity, and external validity. The global effect size of SEL programs was 0.27, and the results from the effect size analyses by controlling variables showed that group compositions, the number of sessions, and session length were accountable for the variability of effect sizes. Based on these findings, we discussed the directions for future research and practice on the EBP of SEL programs that can be appreciated by researchers worldwide.

  View details for DOI 10.1371/journal.pone.0269996

  View details for PubMedID 35749356

  View details for PubMedCentralID PMC9231796