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Some of the material in is restricted to members of the community. By logging in, you may be able to gain additional access to certain collections or items. If you have questions about access or logging in, please use the form on the Contact Page.
In the present study, we examined the influence of kindergarten component skills on writing outcomes, both concurrently and longitudinally to first grade. Using data from 265 students, we investigated a model of writing development...
The purpose of this study was to compare the long term effects of two first grade RTI models (Dynamic and Typical RTI) on the reading performance of students in second and third grade. Participants included 419 first grade students (352...
The present study followed a sample of first-grade (N = 316, Mage = 7.05 at first test) through fourth-grade students to evaluate dynamic developmental relations between vocabulary knowledge and reading comprehension. Using latent change...
In this study, the authors examined the validity of a holistically scored retell within a confirmatory factor analysis framework by comparing the fit of a three-factor model of reading with the data from a diverse sample of seventh and...
Research by Huck and McLean (1975) demonstrated that the covariance-adjusted score is more powerful than the simple difference score, yet recent reviews indicate researchers are equally likely to use either score type in two-wave...
A key stage of the scientific method is the analysis of data, yet despite the variety of methods that are available to researchers they are most frequently distilled to a model that focuses on the average relation between variables....
The purpose of this randomized controlled trial was to evaluate elementary-aged students' writing fluency growth in response to (a) instructional practices, (b) sex differences, and (c) student's initial level of writing fluency. Third...
This study used data from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2002) Oral Reading Fluency (ORF) probes to examine variation among different ORF score types (i.e., the median of three passages, ...
The Unique Relation of Silent Reading Fluency to End-of-Year Reading Comprehension: Understanding Individual Differences at the Student, Classroom, School, and District Levels
Despite many previous studies on reading fluency (measured by a maze task) as a screening measure, our understanding is limited about the utility of silent reading fluency in predicting later reading comprehension and contextual...
In this study, we examined (a) whether children who spoke Nonmainstream American English (NMAE) frequently in school at the beginning of 1st grade increased their use of Mainstream American English (MAE) through the end of 2nd grade, and...
This study used a large state-wide database to examine the oral reading fluency development of second and third grade students with emotional disturbance or learning disabilities and their general education peers. Oral reading fluency...
The present study provides a data-driven approach to identifying groups of schools based on the concentration of at-risk students the school serves. The percentage of English language learners, minority students, and students eligible...
How Many Letters Should Preschoolers in Public Programs Know? The Diagnostic Efficiency of Various Preschool Letter-Naming Benchmarks for Predicting First-Grade Literacy Achievement.
Review of current federal and state standards indicates little consensus or empirical justification regarding appropriate goals, often referred to as benchmarks, for preschool letter-name learning. The present study investigated the...
As schools implement response to intervention to identify and serve students with learning difficulties, it is critical for educators to know how to evaluate screening measures. In the present study, Dynamic Indicators of Basic Early...
The purpose of this study was to determine if modeling school and classroom effects was necessary in estimating passage reading growth across elementary grades. Longitudinal data from 8367 students in 2989 classrooms in 202 Reading First...
Response to intervention (RTI) holds great promise for the early identification and prevention of reading disabilities. The success of RTI rests in part on the accuracy of universal screening tools used within this framework. Despite...
The purpose of this study was to compare the long term effects of two first grade RTI models (Dynamic and Typical RTI) on the reading performance of students in second and third grade. Participants included 419 first grade students (352...
Learning to write the letters of the alphabet is an important part of learning how to write conventionally. In this study, we investigated critical factors in the development of letter-writing skills using exploratory item response...
This study used data from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2002) oral reading fluency (ORF) probes to examine variation among different ORF score types (i.e., the median of three passages, ...
In the present study, we examined the influence of kindergarten component skills on writing outcomes, both concurrently and longitudinally to first grade. Using data from 265 students, we investigated a model of writing development...
The purpose of this study was to determine if modeling school and classroom effects was necessary in estimating passage reading growth across elementary grades. Longitudinal data from 8367 students in 2989 classrooms in 202 Reading First...
The Gifted Rating Scales-School Form (GRS-S), a teacher-completed rating scale, is designed to identify five types of giftedness and motivation. This study examines the reliability and validity of a Chinese-translated version of the GRS...
This study examined whether the type of prompt or the method of passage reading had an effect on the retell performance of 6th-8th graders randomly assigned to one of four retell testing conditions. Both the type of prompt and the use of...
This study examined the dimensionality of morphological knowledge. The performance of 371 seventh- and eighth-graders on seven morphological knowledge tasks was investigated using confirmatory factor analysis. Results suggested that...
The purpose of this exploratory study was to examine the relationship between classroom age composition and preschoolers' vocabulary gains over an academic year and also to examine whether these relations were moderated by classroom...
The Gifted Rating Scales-School Form (GRS-S) has been validated in several countries; however, no study has examined the rater invariance of this measure. The present study built on previous validity studies and examined configural and...
The purpose of this project was to examine group- and individual-level responses by struggling adolescents readers (6(th) - 8(th) grades; N = 155) to three different modalities of the same reading program, Reading Achievement Multi...
A key stage of the scientific method is the analysis of data, yet despite the variety of methods that are available to researchers they are most frequently distilled to a model that focuses on the average relation between variables....
This longitudinal study used piece-wise growth curve analyses to examine growth patterns in oral reading fluency for 1, 991 students with speech impairments (SI) or language impairments (LI) from first through third grade. The main...
CBM Reading, Mathematics, and Written Expression at the Secondary Level: Examining Latent Composite Relations Among Indices and Unique Predictions With a State Achievement Test.
A paucity of research has examined the utility of curriculum-based measurement (CBM) for data-based decision making at the secondary level. As schools move to multitiered systems of service delivery, it is conceivable that multiple...
Linear regression analysis is one of the most common techniques applied in developmental research, but only allows for an estimate of the average relations between the predictor(s) and the outcome. This study describes quantile...
This study tested the theory that future poor comprehenders would show modest but pervasive deficits in both language comprehension and production during early childhood as compared with future poor decoders and typical readers. Using an...
A synthesis and meta-analysis of the extant research on the effects of storybook read-aloud interventions for children at risk for reading difficulties ages 3 to 8 is provided. A total of 29 studies met criteria for the synthesis, with...
Conceptualizations of developmental trends are driven by the particular method used to analyze the period of change of interest. Various techniques exist to analyze developmental data, including individual growth curve analysis in...
This study examined the internal consistency and validity of a new rating scale to identify gifted students, the Gifted Rating Scales-School Form (GRS-S). The study explored the effect of gender, race/ethnicity, age, and rater...
This study examined the structure of oral language and reading and their relation to comprehension from a latent variable modeling perspective in Kindergarten, Grade 1, and Grade 2. Participants were students in Kindergarten (n = 218), ...
The present study investigated relative contributions of initial status and growth rates of emergent literacy skills (i.e., phonological awareness, letter-name knowledge, vocabulary, and rapid serial naming) to initial status and growth...
The study aims to determine whether brief, group-administered screening measures can reliably identify second-grade children at risk for language impairment (LI) or dyslexia and to examine the degree to which parents of affected children...
Improving the Reliability of Student Scores from Speeded Assessments: An Illustration of Conditional Item Response Theory Using a Computer-Administered Measure of Vocabulary.
A growing body of literature suggests that response latency, the amount of time it takes an individual to respond to an item, may be an important factor to consider when using assessment data to estimate the ability of an individual....
The present study investigated the extent to which child level factors (i.e., phonological awareness) and letter level factors (i.e., letter name structures, letter frequency, visual similarity, and letter order) contributed to letter...
The primary purpose of this study was to examine the dimensionality and reliability of letter writing skills in preschool children with the aim of determining whether a sequence existed in how children learn to write the letters of the...
We examined the extent to which word characteristics (i.e., differences in orthographic transparency among words) and child characteristics (i.e., emergent literacy skills) explain variation in children’s spelling, using data from young...
This article reports on an analysis of the diagnostic accuracy of a new teacher rating scale designed to assist in the identification of gifted preschool and kindergarten students. The Gifted Rating Scales-Preschool/Kindergarten Form ...
This study examines growth in oral reading fluency across 2nd and 3rd grade for Latino students grouped in 3 English proficiency levels: students receiving English as a second language (ESL) services (n = 2, 182), students exited from ESL...
This study examined change in early language comprehension from 15 to 54 months for fifth grade typical readers (n = 35), poor decoders (n = 11), or poor comprehenders (n = 16) who were ascertained at birth in 1991 in a nationally...
The objective of this study was to explore dimensions of oral language and reading and their influence on reading comprehension in a relatively understudied population-adolescent readers in 4th through 10th grades. The current study...
Acquiring Science and Social Studies Knowledge in Kindergarten Through Fourth Grade: Conceptualization, Design, Implementation, and Efficacy Testing of Content-Area Literacy Instruction (CALI).
With national focus on reading and math achievement, science and social studies have received less instructional time. Yet, accumulating evidence suggests that content knowledge is an important predictor of proficient reading. Starting...
The current study examined the diagnostic accuracy of two screening measures of risk for future difficulties in reading comprehension, as well as the degree to which adding a screening measure of reading comprehension enhanced the...
The present study seeks to evaluate a hybrid model of identification that incorporates response-to-intervention (RTI) as a one of the key symptoms of reading disability. The one-year stability of alternative operational definitions of...
Some of the material in is restricted to members of the community. By logging in, you may be able to gain additional access to certain collections or items. If you have questions about access or logging in, please use the form on the Contact Page.
