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Hank Fien

Hank Fien's picture

Contact Info

Office Location: 
1600 Millrace Dr Suite 207 5292 University of Oregon Eugene, OR 97403-5292
Phone: 
(541) 346-4246
Faculty
Associate Professor; Director of Center on Teaching and Learning
Education: 
Ph.D., University of Oregon, School Psychology, 2004
M.S., University of Oregon, Special Education, 2002
B.A., Glassboro State College, History, 1992
Program(s): 
Research and Outreach Unit(s): 

Hank Fien, Ph.D., is principal and co-principal investigator on ten IES grants in the areas of early reading, adolescent reading, and early mathematics interventions for diverse learners in school settings. His research interests include reading and mathematics development in young children, instructional design, and empirically validated interventions aimed at preventing or ameliorating student academic problems. Dr. Fien's most recent work is focused on extending the learning environment from the physical classroom to include virtual environments (e.g., gaming platforms), and leveraging gaming technology to maximize instructional design and delivery principles. 

Publications: 

Selected Publications:

Baker, S. K., Smolkowski, K., Chaparro, E. A., Fien, H., & Smith, J. L. M. (in press). Closing the gap in reading achievement: Using regression discontinuity to test the impact of a tiered system of reading instruction and intervention. Journal of Research on Educational Effectiveness

Cummings, K. D., Stoolmiller, M., Baker, S. K., Fien, H., & Kame'enui, E. J. (in press). Formative evaluation: Estimating school-level student achievement with oral reading fluency. Reading & Writing Quarterly.

Doabler, C. T., Baker, S. K., Kosty, D.B., Smolkowski, K., Clarke, B., Miller, S. J., & Fien, H. (in press). Examining the association between explicit mathematics instruction and student mathematics achievement. Elementary School Journal.

Smith, J. L. M, Nelson-Walker, N. J., Fien, H., Smolkowski, K., & Baker, S. K. (in press). Efficacy of a multi-tiered reading intervention in first grade and predictors of differential response: A clustered, randomized controlled trial. Elementary School Journal.

Fien, H., Smith, J. L. M., Smolkowski, K., Baker, S. K., Nelson, N. J., & Chaparro, E. A. (2014). An examination of the efficacy of a multitiered intervention on early reading outcomes for first grade students at risk for reading difficulties. Journal of Learning Disabilities, Advanced online publication. doi: 10.1177/

Clarke, B., Doabler, C. T., Strand Cary, M., Kosty, D. B., Baker, S. K., Fien, H., & Smolkowski, K. (2014). Preliminary evaluation of a tier-2 mathematics intervention for first grade students: Utilizing a theory of change to guide formative evaluation activities. School Psychology Review, 43, 160–177.

Cummings, K. D., Stoolmiller, M. L., Baker, S. K., Fien, H., & Kame'enui, E. J. (2014). Using school-level student achievement to engage in formative evaluation: comparative school-level rates of oral reading fluency growth conditioned by initial skill for second grade students. Reading and Writing, Advanced online publication. doi: 10.1007/s11145-014-9512-5

Doabler, C. T., Clarke, B., Fien, H., Baker, S. K., Kosty, D. B., & Cary, M. S. (2014). The science behind curriculum development and evaluation: Taking a design science approach in the production of a tier 2 mathematics curriculum. Learning Disability Quarterly, Advance online publication. doi: 10.1177/0731948713520555

Doabler, C. T., Nelson, N. J., Kosty, D. B., Fien, H., Baker, S. K., Smolkowski, K., & Clarke, B. (2014). Examining teachers‚' use of evidence-based practices during core mathematics instruction. Assessment for Effective Intervention, 39, 99–111. doi: 10.1177/1534508413511848

Clarke, B., Doabler, C. T., Smolkowski, K., Kosty, D. B., Baker, S. K., Fien, H., & Strand Cary, M. (2014). Examining the efficacy of a tier 2 kindergarten mathematics intervention. Journal of Learning Disabilities, Advanced online publication. doi: 10.1177/0022219414538514

Doabler, C. T., & Fien, H. (2013). Explicit mathematics instruction: What teachers can do for teaching students with mathematics difficulties. Intervention in School and Clinic, 48(5), 276–285. doi: 10.1177/1053451212473151

Baker, S. K., Santoro, L. E., Chard, D. J., Fien, H., Park, Y., & Otterstedt, J. (2013). An evaluation of an explicit read aloud intervention taught in whole-classroom formats in first grade. Elementary School Journal, 113(3), 331–358. doi: 10.1086/668503

Nelson-Walker, N. J., Fien, H., Kosty, D. B., Smolkowski, K., Smith, J. L. M., & Baker, S. K. (2013). Evaluating the effects of a systematic intervention on first grade teachers’ explicit reading instruction. Learning Disabilities Quarterly36(4), 215-230.

Petscher, Y., Cummings, K. D., Biancarosa, G., & Fien, H. (2013). Advanced (measurement) applications of curriculum-based measurement in reading. Assessment for Effective Intervention, 38(2), 71–75. doi: 10.1177/1534508412461434

Stoolmiller, M., Biancarosa, G., & Fien, H. (2013). Measurement properties of DIBELS Oral Reading Fluency in grade 2: Implications for equating studies. Assessment for Effective Intervention, 38(2), 76–90. doi: 10.1177/1534508412456729

Fien, H., Santoro, L., Baker, S. K., Park, Y., Chard, D. J., Williams, S., & Haria, P. (2011). Enhancing teacher read alouds with small-group vocabulary instruction for students with low vocabulary in first-grade classrooms. School Psychology Review, 40, 307–318.

Doabler, C. T., Fien, H., Nelson-Walker, N. J., & Baker, S. K. (2012). Evaluating three elementary mathematics programs for presence of eight research-based instructional design principles. Learning Disability Quarterly, 35(4), 200–211. doi: 10.1177/0731948712438557

Fien, H., Smith, J., Baker, S.K., Chaparro, E., Preciado, J., & Baker, D. (2011). Including English learners in a multitiered approach to early reading instruction and intervention. Assessment for Effective Intervention, 36(3), 143–157.

Baker, S.K., Fien, H, & Baker, D., (2010). Robust Reading Instruction in the Early Grades: Conceptual and practical issues in the integration and evaluation of tier 1 and tier 2 instructional supports. Focus on Exceptional Children, 42(9), 1–20.

Fien, H., Park, Y., Baker, S.K., Smith, J.L., Stoolmiller, M., & Kame’enui, E.J. (2010). An examination of the relation of Nonsense Word Fluency initial skill status and growth to reading outcomes for beginning readers. School Psychology Review, 39(4), 631–653.

Fien, H., Kame’enui, E.J., & Good, R.H. (2009). Schools engaged in school-wide reading reform: An examination of the school and individual student predictors of kindergarten early reading outcomes, School Effectiveness and School Improvement, 20(1) 1–25.

Smith, J.M., Fien, H., Basaraba, D. & Travers, P. (2009). Planning, evaluating and improving tiers of support in beginning reading. Teaching Exceptional Children, 41(5), 16–22.

Baker, S., Smolkowski, K., Katz, R., Fien, H., Seeley, J. & Kame’enui (2008) The value of oral reading fluency as a measure of reading proficiency and progress in reading first schools. School Psychology Review, 37(1), 18–37.

Fien, H., Baker, S.K., Smolkowski, K., Smith, J.L., Kame’enui, E.J., & Thomas-Beck, C.T. (2008) Using Nonsense Word Fluency to predict reading proficiency in K-2 for English learners and native English speaker. School Psychology Review, 37(3), 391–408.

Ketterlin-Geller, L., Chard, D., & Fien, H. (2008) Making connections in mathematics: conceptual mathematics intervention for low-performing students. Remedial and Special Education, 29(1), 33–45.

Smith, J.L., Fien, H., & Paine, S.C. (2008) Student mobility and reading success. Educational Leadership, 65(7), 59–63.