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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...
We had three aims in the present study: (1) to examine the dimensionality of various evaluative approaches to scoring writing samples (e.g., quality, productivity, and curriculum based writing [CBM]), (2) to investigate unique language...
The current meta-analysis examines recent empirical research studies that have investigated relations among dialect use and the development and achievement of reading, spelling, and writing skills. Studies published between 1998 and 2014...
Understanding differences in oral language abilities is vital, particularly for children from low-income homes and minority children who are at an increased risk for academic failure because of differences or deficits in language use or...
We use three data sources to build a rationale for why intensive interventions are necessary for students with pervasive reading disabilities: current data on the performance of students with disabilities on reading achievement measures...
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...
Many schools are beginning to implement multi-tier response to intervention (RTI) models for the prevention of reading difficulties and to assist in the identification of students with learning disabilities (LD). The present study was...
This meta-analysis extends previous work on extensive Tier 3 type reading interventions (Wanzek & Vaughn, 2007; Wanzek et al., 2013) to Tier 2 type interventions by examining a non-overlapping set of studies addressing the effects of...
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...
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...
For many students at risk for reading difficulties, effective, early reading instruction can improve reading outcomes and set them on a positive reading trajectory. Thus, response-to-intervention models include a focus on a student's...
The primary goal of the present study was to examine the relations of kindergarten transcription, oral language, word reading, and attention skills to writing skills in third grade. Children (N = 157) were assessed on their letter...
Direct vocabulary instruction has been recommended as one critical component of reading instruction. Although most students in the elementary grades need to continue building their vocabulary knowledge, students with reading difficulties...
The primary goal of the present study was to examine the relations of kindergarten transcription, oral language, word reading, and attention skills to writing skills in third grade. Children (N = 157) were assessed on their letter...
The purpose of this interdisciplinary paper is to describe Response to Intervention (RTI), or multi-tier systems of support, for early literacy to improve reading outcomes for students with or at risk for reading disability. First we...
We examined how raters and tasks influence measurement error in writing evaluation and how many raters and tasks are needed to reach a desirable level of .90 and .80 reliabilities for children in Grades 3 and 4. A total of 211 children ...
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...
This randomized controlled experiment compared the efficacy of two Response to Intervention (RTI) models - Typical RTI and Dynamic RTI - and included 34 first-grade classrooms (n = 522 students) across 10 socio-economically and...
We had three aims in the present study: (1) to examine the dimensionality of various evaluative approaches to scoring writing samples (e.g., quality, productivity, and curriculum based writing [CBM]), (2) to investigate unique language...
This randomized control trial examined the efficacy of team-based learning implemented within 11th grade social studies classes. A randomized blocked design was implemented with 26 classes randomly assigned to treatment or comparison. In...
The purpose of this study was to investigate the academic responding of students at-risk for reading difficulties in beginning reading instruction. Opportunities for kindergarten students at-risk for reading difficulties to respond...
The purpose of this study was to examine the amount of time spent actively engaged in reading sounds, words, and connected text for students at-risk for reading difficulties in the first formal grade of reading instruction, kindergarten....
We examined the effects of transcription instruction for students in first grade. Students in the lowest 70% of the participating schools were selected for the study. These 81 students were randomly assigned to: (a) spelling instruction, ...
The purpose of this study was to use a mixed methods approach to learn about inadequate response to a year-long multi-tier RTI model that allowed first-grade students to move up and down tiers. Participants were 156 students who received...
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