Search results

Title: Developmental Relations between Reading and Writing at the Word, Sentence and Text Levels: A Latent Change Score Analysis..
Creator: Ahmed, Yusra, Wagner, Richard K, Lopez, Danielle
Abstract/Description: Relations between reading and writing have been studied extensively but the less is known about the developmental nature of their interrelations. This study applied latent change score modeling to investigate longitudinal relations between reading and writing skills at the word, sentence and text levels. Latent change score models were used to compare unidirectional pathways (reading-to-writing and writing-to-reading) and bidirectional pathways in a test of nested models. Participants...
Show moreRelations between reading and writing have been studied extensively but the less is known about the developmental nature of their interrelations. This study applied latent change score modeling to investigate longitudinal relations between reading and writing skills at the word, sentence and text levels. Latent change score models were used to compare unidirectional pathways (reading-to-writing and writing-to-reading) and bidirectional pathways in a test of nested models. Participants included 316 boys and girls who were assessed annually in grades 1 through 4. Measures of reading included pseudo-word decoding, sentence reading efficiency, oral reading fluency and passage comprehension. Measures of writing included spelling, a sentence combining task and writing prompts. Findings suggest that a reading-to-writing model better described the data for the word and text levels of language, but a bidirectional model best fit the data at the sentence level.
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Date Issued: 2014-05-01
Identifier: FSU_pmch_24954951, 10.1037/a0035692, PMC4063364, 24954951, 24954951
Format: Citation

Title: "Waiting to Fail" Redux: Understanding Inadequate Response to Intervention..
Creator: Al Otaiba, Stephanie, Wagner, Richard K, Miller, Brett
Abstract/Description: This introduction to the special issue provides an overview of the promise, but also the ongoing challenges, related to Response to Intervention (RTI) as a means of both prevention and identification of reading disabilities. We conclude by describing the articles in this special issue and considering their implications for future research.
Date Issued: 2014-08-01
Identifier: FSU_pmch_25422530, 10.1177/0731948714525622, PMC4240019, 25422530, 25422530
Format: Citation

Title: Home Literacy Environments of Young Children with Down Syndrome: Findings from a Web-based Survey..
Creator: Al Otaiba, Stephanie, Lewis, Sandra, Whalon, Kelly, Dyrlund, Allison, McKenzie, Amy
Abstract/Description: Early home literacy experiences, including parent-child book reading, account for a significant amount of childrens' later reading achievement. Yet, there is a very limited research base about the home literacy environments and experiences of children with cognitive disabilities. The purpose of this study is to describe findings from a web-based survey of home literacy environments of young children with Down syndrome. Respondents (n = 107) were mostly mothers; a majority were well-educated....
Show moreEarly home literacy experiences, including parent-child book reading, account for a significant amount of childrens' later reading achievement. Yet, there is a very limited research base about the home literacy environments and experiences of children with cognitive disabilities. The purpose of this study is to describe findings from a web-based survey of home literacy environments of young children with Down syndrome. Respondents (n = 107) were mostly mothers; a majority were well-educated. Findings suggest that respondents gave literacy a higher priority than reported in prior research on children with disabilities. Over 70% of respondents had 50 or more childrens' books and also had literacy materials including flashcards, magnetic letters, and educational videos or computer games. Most parents read to their children and used these literacy materials 10-30 minutes per day. Respondents reported that their children had reached many important early literacy milestones and they also described having relatively ambitious life-long literacy goals for their children. Important implications for research and practice are discussed.
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Date Issued: 2009-03-01
Identifier: FSU_pmch_25249712, 10.1177/0741932508315050, PMC4169900, 25249712, 25249712
Format: Citation

Title: Identifying and Intervening with Beginning Readers Who Are At-Risk for Dyslexia: Advances in Individualized Classroom Instruction..
Creator: Al Otaiba, Stephanie, McDonald Connor, Carol, Foorman, Barbara, Schatschneider, Christopher, Greulich, Luana, Sidler, Jessica Folsom
Date Issued: 2009-10-01
Identifier: FSU_pmch_25598861, PMC4296731, 25598861, 25598861
Format: Citation

Title: Modeling Oral Reading Fluency Development in Latino Students: A Longitudinal Study Across Second and Third Grade..
Creator: Al Otaiba, Stephanie, Petscher, Yaacov, Williams, Rihana S, Pappamihiel, N Eleni, Dyrlund, Allison K, Connor, Carol
Abstract/Description: 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 services (n = 965), and students never designated as needing services (n = 1,857). An important focus was to learn whether, within these 3 groups, proficiency levels and growth were reliably related to special education status. Using hierarchical linear...
Show moreThis 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 services (n = 965), and students never designated as needing services (n = 1,857). An important focus was to learn whether, within these 3 groups, proficiency levels and growth were reliably related to special education status. Using hierarchical linear modeling, the authors compared proficiency levels and growth in oral reading fluency in English between and within groups and then to state reading benchmarks. Findings indicate that oral reading fluency scores reliably distinguished between students with learning disabilities and typically developing students within each group (effect sizes ranging from 0.96 to 1.51). The growth trajectory included a significant quadratic trend (generally slowing over time). These findings support the effectiveness of using oral reading fluency in English to screen and monitor reading progress under Response to Intervention models, but also suggest caution in interpreting oral reading fluency data as part of the process in identifying students with learning disabilities.
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Date Issued: 2009-01-01
Identifier: FSU_pmch_25132688, 10.1037/a0014698, PMC4132665, 25132688, 25132688
Format: Citation

Title: Preparing beginning reading teachers: An experimental comparison of initial early literacy field experiences..
Creator: Al Otaiba, Stephanie, Lake, Vickie E, Greulich, Luana, Folsom, Jessica S, Guidry, Lisa
Abstract/Description: This randomized-control trial examined the learning of preservice teachers taking an initial Early Literacy course in an early childhood education program and of the kindergarten or first grade students they tutored in their field experience. Preservice teachers were randomly assigned to one of two tutoring programs: Book Buddies and Tutor Assisted Intensive Learning Strategies (TAILS), which provided identical meaning-focused instruction (shared book reading), but differed in the...
Show moreThis randomized-control trial examined the learning of preservice teachers taking an initial Early Literacy course in an early childhood education program and of the kindergarten or first grade students they tutored in their field experience. Preservice teachers were randomly assigned to one of two tutoring programs: Book Buddies and Tutor Assisted Intensive Learning Strategies (TAILS), which provided identical meaning-focused instruction (shared book reading), but differed in the presentation of code-focused skills. TAILS used explicit, scripted lessons, and the Book Buddies required that code-focused instruction take place during shared book reading. Our research goal was to understand which tutoring program would be most effective in improving knowledge about reading, lead to broad and deep language and preparedness of the novice preservice teachers, and yield the most successful student reading outcomes. Findings indicate that all pre-service teachers demonstrated similar gains in knowledge, but preservice teachers in the TAILS program demonstrated broader and deeper application of knowledge and higher self-ratings of preparedness to teach reading. Students in both conditions made similar comprehension gains, but students tutored with TAILS showed significantly stronger decoding gains.
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Date Issued: 2012-01-01
Identifier: FSU_pmch_24204096, 10.1007/s11145-010-9250-2, PMC3818150, 24204096, 24204096
Format: Citation

Title: Predicting First Grade Reading Performance from Kindergarten Response to Tier 1 Instruction.
Creator: Al Otaiba, Stephanie, Folsom, Jessica S, Schatschneider, Christopher, Wanzek, Jeanne, Greulich, Luana, Meadows, Jane, Li, Zhi, Connor, Carol M
Abstract/Description: 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 part of our larger ongoing longitudinal RTI investigation within the Florida Learning Disabilities Center grant. This study used a longitudinal correlational design, conducted in 7 ethnically and socio-economically diverse schools. We observed reading...
Show moreMany 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 part of our larger ongoing longitudinal RTI investigation within the Florida Learning Disabilities Center grant. This study used a longitudinal correlational design, conducted in 7 ethnically and socio-economically diverse schools. We observed reading instruction in 20 classrooms, examined response rates to kindergarten Tier 1 instruction, and predicted students' first grade reading performance based upon kindergarten growth and end of year reading performance (n = 203). Teachers followed an explicit core reading program and overall, classroom instruction was rated as effective. Results indicate that controlling for students' end of kindergarten reading, their growth across kindergarten on a variety of language and literacy measures suppressed predictions of first grade performance. Specifically, the steeper the students' trajectory to a satisfactory outcome, the less likely they were to demonstrate good performance in first grade. Implications for future research and RTI implementation are discussed.
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Date Issued: 2011-07-01
Identifier: FSU_pmch_21857718, PMC3156651, 21857718, 21857718
Format: Citation

Title: Assessment Data-Informed Guidance to Individualize Kindergarten Reading Instruction: Findings from a Cluster-Randomized Control Field Trial..
Creator: Al Otaiba, Stephanie, Connor, Carol M, Folsom, Jessica Sidler, Greulich, Luana, Meadows, Jane, Li, Zhi
Abstract/Description: The purpose of this cluster-randomized control field trial was to was to examine the extent to which kindergarten teachers could learn a promising instructional strategy, wherein kindergarten reading instruction was differentiated based upon students' ongoing assessments of language and literacy skills and documented child characteristic by instruction (CXI) interactions; and to test the efficacy of this differentiated reading instruction on the reading outcomes of students from culturally...
Show moreThe purpose of this cluster-randomized control field trial was to was to examine the extent to which kindergarten teachers could learn a promising instructional strategy, wherein kindergarten reading instruction was differentiated based upon students' ongoing assessments of language and literacy skills and documented child characteristic by instruction (CXI) interactions; and to test the efficacy of this differentiated reading instruction on the reading outcomes of students from culturally diverse backgrounds. The study involved 14 schools and included 23 treatment (n = 305 students) and 21 contrast teacher (n = 251 students). Teachers in the contrast condition received only a baseline professional development that included a researcher-delivered summer day-long workshop on individualized instruction. Data sources included parent surveys, individually administered child assessments of language, cognitive, and reading skills and videotapes of classroom instruction. Using Hierarchical Multivariate Linear Modeling (HMLM), we found students in treatment classrooms outperformed students in the contrast classrooms on a latent measure of reading skills, comprised of letter-word reading, decoding, alphabetic knowledge, and phonological awareness (ES = .52). Teachers in both conditions provided small group instruction, but teachers in the treatment condition provided significantly more individualized instruction. Our findings extend research on the efficacy of teachers using Individualized Student Instruction to individualize instruction based upon students' language and literacy skills in first through third grade. Findings are discussed regarding the value of professional development related to differentiating core reading instruction and the challenges of using Response to Intervention approaches to address students' needs in the areas of reading in general education contexts.
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Date Issued: 2011-06-01
Identifier: FSU_pmch_21818158, 10.1086/659031, PMC3147177, 21818158, 21818158
Format: Citation

Title: Early Literacy Instruction and Intervention.
Creator: Al Otaiba, Stephanie, Foorman, Barbara
Abstract/Description: The purpose of this paper is to describe the efficacy of early literacy interventions and to discuss possible roles for volunteer tutors in helping prevent reading difficulties within the Response to Intervention process. First, we describe a landmark study that evaluated the impact of primary classroom instruction on reducing the proportion of students at risk for reading failure, and a more recent series of studies exploring the effects of individualizing classroom reading instruction based...
Show moreThe purpose of this paper is to describe the efficacy of early literacy interventions and to discuss possible roles for volunteer tutors in helping prevent reading difficulties within the Response to Intervention process. First, we describe a landmark study that evaluated the impact of primary classroom instruction on reducing the proportion of students at risk for reading failure, and a more recent series of studies exploring the effects of individualizing classroom reading instruction based on students' initial skills. Second, we review studies of more intensive early intervention to demonstrate how these interventions substantially reduce the proportion of students at risk. Third, we examine effective tutoring models that utilize volunteers. Finally, we discuss the potential role of community tutors in supporting primary classroom instruction and secondary interventions.
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Date Issued: 2008-10-01
Identifier: FSU_pmch_25221452, PMC4159770, 25221452, 25221452
Format: Citation

Title: Effectiveness of Early Phonological Awareness Interventions for Students with Speech or Language Impairments.
Creator: Al Otaiba, Stephanie, Puranik, Cynthia, Zilkowski, Robin, Curran, Tricia
Abstract/Description: This article reviews research examining the efficacy of early phonological interventions for young students identified with Speech or Language impairments. Eighteen studies are included, providing results for nearly 500 students in preschool through third grade. Although findings were generally positive, there were large individual differences in response to intervention. Further, there was little evidence that interventions enabled students to catch up in phonological or reading skills to...
Show moreThis article reviews research examining the efficacy of early phonological interventions for young students identified with Speech or Language impairments. Eighteen studies are included, providing results for nearly 500 students in preschool through third grade. Although findings were generally positive, there were large individual differences in response to intervention. Further, there was little evidence that interventions enabled students to catch up in phonological or reading skills to typically developing peers. Methodological issues are described and implications for practice and future research are discussed.
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Date Issued: 2009-08-01
Identifier: FSU_pmch_20161557, 10.1177/0022466908314869, PMC2805171, 20161557, 20161557
Format: Citation

Title: Predicting kindergartners' end of year spelling ability from their reading, alphabetic, vocabulary, and phonological awareness skills, and prior literacy experiences.
Creator: Al Otaiba, Stephanie, Puranik, Cynthia, Rouby, Aaron D, Greulich, Luana, Folsom, Jessica S, Lee, Julia
Abstract/Description: The purpose of this paper is to examine the role of home literacy, parental education and demographic factors in addition to conventional literacy skills at the beginning and end of kindergarten in predicting end of kindergarten spelling achievement. The present study involved 9 schools and 29 classrooms serving an economically and ethnically diverse population (n = 288). Students spelled three types of words: sight words, decodable real words, and decodable pseudowords; conventional and...
Show moreThe purpose of this paper is to examine the role of home literacy, parental education and demographic factors in addition to conventional literacy skills at the beginning and end of kindergarten in predicting end of kindergarten spelling achievement. The present study involved 9 schools and 29 classrooms serving an economically and ethnically diverse population (n = 288). Students spelled three types of words: sight words, decodable real words, and decodable pseudowords; conventional and invented spellings are reported. Results from a three step hierarchical regression indicated the variables accounted for 66% of the variance in spelling scores, and the single strongest spring predictor was a one-minute letter-sound fluency test. Implications for instruction and for identifying students at risk for future spelling and reading difficulties are discussed.
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Date Issued: 2010-07-01
Identifier: FSU_pmch_25221382, PMC4159767, 25221382, 25221382
Format: Citation

Title: To Wait in Tier 1 or Intervene Immediately: A Randomized Experiment Examining First Grade Response to Intervention (RTI) in Reading..
Creator: Al Otaiba, Stephanie, Connor, Carol M, Folsom, Jessica S, Wanzek, Jeanne, Greulich, Luana, Schatschneider, Christopher, Wagner, Richard K
Abstract/Description: 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 culturally diverse schools. Typical RTI was designed to follow the two-stage RTI decision rules that wait to assess response to Tier 1 in many districts, whereas Dynamic RTI provided Tier 2 or Tier 3 interventions immediately according to students' initial screening...
Show moreThis 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 culturally diverse schools. Typical RTI was designed to follow the two-stage RTI decision rules that wait to assess response to Tier 1 in many districts, whereas Dynamic RTI provided Tier 2 or Tier 3 interventions immediately according to students' initial screening results. Interventions were identical across conditions except for when intervention began. Reading assessments included letter-sound, word, and passage reading, and teacher-reported severity of reading difficulties. An intent-to-treat analysis using multi-level modeling indicated an overall effect favoring the Dynamic RTI condition (d = .36); growth curve analyses demonstrated that students in Dynamic RTI showed an immediate score advantage, and effects accumulated across the year. Analyses of standard score outcomes confirmed that students in the Dynamic condition who received Tier 2 and Tier 3 ended the study with significantly higher reading performance than students in the Typical condition. Implications for RTI implementation practice and for future research are discussed.
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Date Issued: 2014-10-01
Identifier: FSU_pmch_25530622, 10.1177/0014402914532234, PMC4269263, 25530622, 25530622
Format: Citation

Title: Examining the Factor Structure and Structural Invariance of the PANAS Across Children, Adolescents, and Young Adults.
Creator: Allan, Nicholas P, Lonigan, Christopher J, Phillips, Beth M
Abstract/Description: It is unclear what factor structure best represents the Positive and Negative Affect Schedule (PANAS) from childhood to adulthood. The PANAS structure was examined in a sample of 555 children (M age = 11.66, SD = 1.24), 608 adolescents (M age = 15.45, SD = 1.09), and 553 young adults (M age = 18.75, SD = 1.00). A partially invariant model consisting of Positive Affect, Fear, and Distress factors best represented the PANAS across all age groups, indicating that the underlying constructs are...
Show moreIt is unclear what factor structure best represents the Positive and Negative Affect Schedule (PANAS) from childhood to adulthood. The PANAS structure was examined in a sample of 555 children (M age = 11.66, SD = 1.24), 608 adolescents (M age = 15.45, SD = 1.09), and 553 young adults (M age = 18.75, SD = 1.00). A partially invariant model consisting of Positive Affect, Fear, and Distress factors best represented the PANAS across all age groups, indicating that the underlying constructs are the same across age but that the factors become increasingly interrelated with increasing age.
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Date Issued: 2015-01-01
Identifier: FSU_pmch_25975209, 10.1080/00223891.2015.1038388, PMC4609236, 25975209, 25975209
Format: Citation

Title: Exploring dimensionality of effortful control using hot and cool tasks in a sample of preschool children.
Creator: Allan, Nicholas P, Lonigan, Christopher J
Abstract/Description: Effortful control (EC) is an important developmental construct associated with academic performance, socioemotional growth, and psychopathology. EC, defined as the ability to inhibit or delay a prepotent response typically in favor of a subdominant response, undergoes rapid development during children's preschool years. Research involving EC in preschool children can be aided by ensuring that the measured model of EC matches the latent structure of EC. Extant research indicates that EC may be...
Show moreEffortful control (EC) is an important developmental construct associated with academic performance, socioemotional growth, and psychopathology. EC, defined as the ability to inhibit or delay a prepotent response typically in favor of a subdominant response, undergoes rapid development during children's preschool years. Research involving EC in preschool children can be aided by ensuring that the measured model of EC matches the latent structure of EC. Extant research indicates that EC may be multidimensional, consisting of hot (affectively salient) and cool (affectively neutral) dimensions. However, there are several untested assumptions regarding the defining features of hot EC. Confirmatory factor analysis was used in a sample of 281 preschool children (Mage=55.92months, SD=4.16; 46.6% male and 53.4% female) to compare a multidimensional model composed of hot and cool EC factors with a unidimensional model. Hot tasks were created by adding affective salience to cool tasks so that hot and cool tasks varied only by this aspect of the tasks. Tasks measuring EC were best described by a single factor and not distinct hot and cool factors, indicating that affective salience alone does not differentiate between hot and cool EC. EC shared gender-invariant associations with academic skills and externalizing behavior problems.
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Date Issued: 2014-06-01
Identifier: FSU_pmch_24518050, 10.1016/j.jecp.2013.11.013, PMC4349403, 24518050, 24518050, S0022-0965(13)00250-6
Format: Citation

Title: Examining the dimensionality of effortful control in preschool children and its relation to academic and socioemotional indicators.
Creator: Allan, Nicholas P, Lonigan, Christopher J
Abstract/Description: Effortful control (EC) is an important developmental construct, associated with socioemotional growth, academic performance, and psychopathology. EC is defined as the ability to execute goal-directed behavior to inhibit or delay a prepotent response in favor of a subdominant response. Extant research indicates that EC may be multidimensional. Confirmatory factor analysis with a sample of 234 preschoolers was used to determine if tasks designed to measure EC were best described by hot ...
Show moreEffortful control (EC) is an important developmental construct, associated with socioemotional growth, academic performance, and psychopathology. EC is defined as the ability to execute goal-directed behavior to inhibit or delay a prepotent response in favor of a subdominant response. Extant research indicates that EC may be multidimensional. Confirmatory factor analysis with a sample of 234 preschoolers was used to determine if tasks designed to measure EC were best described by hot (affectively salient) and cool (affectively neutral) dimensions or by a single factor. Analyses revealed that EC is best described by a single factor, even when variance associated with children's language skills was removed. This EC factor was strongly related to measures of academic performance and significantly less related to measures of socioemotional development.
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Date Issued: 2011-07-01
Identifier: FSU_pmch_21553957, 10.1037/a0023748, PMC3521160, 21553957, 21553957, 2011-09339-001
Format: Citation

Title: Examining the etiological associations among higher-order temperament dimensions.
Creator: Allan, Nicholas P, Mikolajewski, Amy J, Lonigan, Christopher J, Hart, Sara A, Taylor, Jeanette
Abstract/Description: A multivariate independent pathway model was used to examine the shared and unique genetic and environmental influences of Positive Affect (PA), Negative Affect (NA), and effortful control (EC) in a sample of 686 twin pairs (M age = 10.07, SD = 1.74). There were common genetic influences and nonshared environmental influences shared across all three temperament dimensions and shared environmental influences in common to NA and EC. There were also significant independent genetic influences...
Show moreA multivariate independent pathway model was used to examine the shared and unique genetic and environmental influences of Positive Affect (PA), Negative Affect (NA), and effortful control (EC) in a sample of 686 twin pairs (M age = 10.07, SD = 1.74). There were common genetic influences and nonshared environmental influences shared across all three temperament dimensions and shared environmental influences in common to NA and EC. There were also significant independent genetic influences unique to PA and NA and significant independent shared environmental influences unique to PA. This study demonstrates that there are genetic and environmental influences that affect the covariance among temperament dimensions as well as unique genetic and environmental influences that influence the dimensions independently.
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Date Issued: 2014-02-01
Identifier: FSU_pmch_24729641, 10.1016/j.jrp.2013.11.002, PMC3979431, 24729641, 24729641
Format: Citation

Title: Relations between response trajectories on the continuous performance test and teacher-rated problem behaviors in preschoolers.
Creator: Allan, Darcey M, Lonigan, Christopher J
Abstract/Description: Although both the continuous performance test (CPT) and behavior rating scales are used in both practice and research to assess inattentive and hyperactive/impulsive behaviors, the correlations between performance on the CPT and teachers' ratings are typically only small-to-moderate. This study examined trajectories of performance on a low target-frequency visual CPT in a sample of preschool children and how these trajectories were associated with teacher-ratings of problem behaviors (i.e.,...
Show moreAlthough both the continuous performance test (CPT) and behavior rating scales are used in both practice and research to assess inattentive and hyperactive/impulsive behaviors, the correlations between performance on the CPT and teachers' ratings are typically only small-to-moderate. This study examined trajectories of performance on a low target-frequency visual CPT in a sample of preschool children and how these trajectories were associated with teacher-ratings of problem behaviors (i.e., inattention, hyperactivity/impulsivity [H/I], and oppositional/defiant behavior). Participants included 399 preschool children (mean age = 56 months; 49.4% female; 73.7% White/Caucasian). An attention deficit/hyperactivity disorder (ADHD) rating scale was completed by teachers, and the CPT was completed by the preschoolers. Results showed that children's performance across 4 temporal blocks on the CPT was not stable across the duration of the task, with error rates generally increasing from initial to later blocks. The predictive relations of teacher-rated problem behaviors to performance trajectories on the CPT were examined using growth curve models. Higher rates of teacher-reported inattention and H/I were uniquely associated with higher rates of initial omission errors and initial commission errors, respectively. Higher rates of teacher-reported overall problem behaviors were associated with increasing rates of omission but not commission errors during the CPT; however, the relation was not specific to 1 type of problem behavior. The results of this study indicate that the pattern of errors on the CPT in preschool samples is complex and may be determined by multiple behavioral factors. These findings have implications for the interpretation of CPT performance in young children.
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Date Issued: 2015-06-01
Identifier: FSU_pmch_25419645, 10.1037/pas0000054, PMC4442070, 25419645, 25419645, 2014-49429-001
Format: Citation

Title: Identifying learning patterns of children at risk for Specific Reading Disability.
Creator: Barbot, Baptiste, Krivulskaya, Suzanna, Hein, Sascha, Reich, Jodi, Thuma, Philip E, Grigorenko, Elena L
Abstract/Description: Differences in learning patterns of vocabulary acquisition in children at risk (+SRD) and not at risk (-SRD) for Specific Reading Disability (SRD) were examined using a microdevelopmental paradigm applied to the multi-trial Foreign Language Learning Task (FLLT; Baddeley et al., 1995). The FLLT was administered to 905 children from rural Chitonga-speaking Zambia. A multi-group Latent Growth Curve Model (LGCM) was implemented to study interindividual differences in intraindividual change across...
Show moreDifferences in learning patterns of vocabulary acquisition in children at risk (+SRD) and not at risk (-SRD) for Specific Reading Disability (SRD) were examined using a microdevelopmental paradigm applied to the multi-trial Foreign Language Learning Task (FLLT; Baddeley et al., 1995). The FLLT was administered to 905 children from rural Chitonga-speaking Zambia. A multi-group Latent Growth Curve Model (LGCM) was implemented to study interindividual differences in intraindividual change across trials. Results showed that the +SRD group recalled fewer words correctly in the first trial, learned at a slower rate during the subsequent trials, and demonstrated a more linear learning pattern compared to the -SRD group. This study illustrates the promise of LGCM applied to multi-trial learning tasks, by isolating three components of the learning process (initial recall, rate of learning, and functional pattern of learning). Implications of this microdevelopmental approach to SRD research in low-to-middle income countries are discussed.
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Date Issued: 2016-05-01
Identifier: FSU_pmch_26037654, 10.1111/desc.12313, PMC4751058, 26037654, 26037654
Format: Citation

Title: Childhood adversity and DNA methylation of genes involved in the hypothalamus-pituitary-adrenal axis and immune system: whole-genome and candidate-gene associations..
Creator: Bick, Johanna, Naumova, Oksana, Hunter, Scott, Barbot, Baptiste, Lee, Maria, Luthar, Suniya S, Raefski, Adam, Grigorenko, Elena L
Abstract/Description: In recent years, translational research involving humans and animals has uncovered biological and physiological pathways that explain associations between early adverse circumstances and long-term mental and physical health outcomes. In this article, we summarize the human and animal literature demonstrating that epigenetic alterations in key biological systems, the hypothalamus-pituitary-adrenal axis and immune system, may underlie such disparities. We review evidence suggesting that changes...
Show moreIn recent years, translational research involving humans and animals has uncovered biological and physiological pathways that explain associations between early adverse circumstances and long-term mental and physical health outcomes. In this article, we summarize the human and animal literature demonstrating that epigenetic alterations in key biological systems, the hypothalamus-pituitary-adrenal axis and immune system, may underlie such disparities. We review evidence suggesting that changes in DNA methylation profiles of the genome may be responsible for the alterations in hypothalamus-pituitary-adrenal axis and immune system trajectories. Using some preliminary data, we demonstrate how explorations of genome-wide and candidate-gene DNA methylation profiles may inform hypotheses and guide future research efforts in these areas. We conclude our article by discussing the many important future directions, merging perspectives from developmental psychology, molecular genetics, neuroendocrinology, and immunology, that are essential for furthering our understanding of how early adverse circumstances may shape developmental trajectories, particularly in the areas of stress reactivity and physical or mental health.
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Date Issued: 2012-11-01
Identifier: FSU_pmch_23062307, 10.1017/S0954579412000806, PMC3755948, 23062307, 23062307, S0954579412000806
Format: Citation

Title: Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic.
Creator: Brown Waesche, Jessica S, Schatschneider, Christopher, Maner, Jon K, Ahmed, Yusra, Wagner, Richard K
Abstract/Description: Rates of agreement among alternative definitions of reading disability and their 1- and 2-year stabilities were examined using a new measure of agreement, the affected-status agreement statistic. Participants were 288,114 first through third grade students. Reading measures were Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency and Nonsense Word Fluency, and six levels of severity of poor reading were examined (25th, 20th, 15th, 10th, 5th, and 3rd percentile ranks). Four...
Show moreRates of agreement among alternative definitions of reading disability and their 1- and 2-year stabilities were examined using a new measure of agreement, the affected-status agreement statistic. Participants were 288,114 first through third grade students. Reading measures were Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency and Nonsense Word Fluency, and six levels of severity of poor reading were examined (25th, 20th, 15th, 10th, 5th, and 3rd percentile ranks). Four definitions were compared, including traditional unexpected low achievement and three response-to-intervention-based definitions: low achievement, low growth, and dual discrepancy. Rates of agreement were variable but only poor to moderate overall, with poorest agreement between unexpected low achievement and the other definitions. Longitudinal stability was poor, with poorest stability for the low growth definition. Implications for research and practice are discussed.
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Date Issued: 2011-05-01
Identifier: FSU_pmch_21252372, 10.1177/0022219410392048, PMC3248271, 21252372, 21252372, 0022219410392048
Format: Citation

Title: Individual and group sensitivity to remedial reading program design: Examining reading gains across three middle school reading projects..
Creator: Calhoon, Mary Beth, Petscher, Yaacov
Abstract/Description: 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-Component Program (RAMP-UP). The three modalities differ in the combination of reading components (phonological decoding, spelling, fluency, comprehension) that are taught and their organization. Latent change scores were used to examine changes in phonological...
Show moreThe 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-Component Program (RAMP-UP). The three modalities differ in the combination of reading components (phonological decoding, spelling, fluency, comprehension) that are taught and their organization. Latent change scores were used to examine changes in phonological decoding, fluency, and comprehension for each modality at the group level. In addition, individual students were classified as gainers versus non-gainers (a reading level increase of a year or more vs. less than one year) so that characteristics of gainers and differential sensitivity to instructional modality could be investigated. Findings from both group and individual analyses indicated that reading outcomes were related to modalities of reading instruction. Furthermore, differences in reading gains were seen between students who began treatment with higher reading scores than those with lower reading scores; dependent on modality of treatment. Results, examining group and individual analyses similarities and differences, and the effect the different modalities have on reading outcomes for older struggling readers will be discussed.
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Date Issued: 2013-04-01
Identifier: FSU_pmch_25657503, 10.1007/s11145-013-9426-7, PMC4314959, 25657503, 25657503
Format: Citation

Title: Schooling and variation in the COMT gene: the devil is in the details..
Creator: Campbell, Daniel, Bick, Johanna, Yrigollen, Carolyn M, Lee, Maria, Joseph, Antony, Chang, Joseph T, Grigorenko, Elena L
Abstract/Description: Schooling is considered one of the major contributors to the development of intelligence within societies and individuals. Genetic variation might modulate the impact of schooling and explain, at least partially, the presence of individual differences in classrooms. We studied a sample of 1,502 children (mean age = 11.7 years) from Zambia. Approximately 57% of these children were enrolled in school, and the rest were not. To quantify genetic variation, we investigated a number of common...
Show moreSchooling is considered one of the major contributors to the development of intelligence within societies and individuals. Genetic variation might modulate the impact of schooling and explain, at least partially, the presence of individual differences in classrooms. We studied a sample of 1,502 children (mean age = 11.7 years) from Zambia. Approximately 57% of these children were enrolled in school, and the rest were not. To quantify genetic variation, we investigated a number of common polymorphisms in the catechol-O-methyltransferase (COMT) gene that controls the production of the protein thought to account for >60% of the dopamine degradation in the prefrontal cortex. Haplotype analyses generated results ranging from the presence to absence of significant interactions between a number of COMT haplotypes and indicators of schooling (i.e., in- vs. out-of-school and grade completed) in the prediction of nonverbal intelligence, depending on the parameter specification. However, an investigation of the distribution of corresponding p-values suggested that these positive results were false. Convincing evidence that the variation in the COMT gene is associated with individual differences in nonverbal intelligence either directly or through interactions with schooling was not found. p-values produced by the method of testing for haplotype effects employed here may be sensitive to parameter settings, invalid under default settings, and should be checked for validity through simulation.
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Date Issued: 2013-10-01
Identifier: FSU_pmch_23952646, 10.1111/jcpp.12120, PMC3786416, 23952646, 23952646
Format: Citation

Title: Floor effects associated with universal screening and their impact on the early identification of reading disabilities.
Creator: Catts, Hugh W, Petscher, Yaacov, Schatschneider, Christopher, Sittner Bridges, Mindy, Mendoza, Katherin
Abstract/Description: 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 advancements, screening instruments designed to identify children at risk for reading disabilities continue to have limited predictive validity. In this study, the authors examined a common screening instrument for the presence of floor effects and investigated...
Show moreResponse 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 advancements, screening instruments designed to identify children at risk for reading disabilities continue to have limited predictive validity. In this study, the authors examined a common screening instrument for the presence of floor effects and investigated the impact that these effects have on the predictive validity of the instrument. Longitudinal data (kindergarten to third grade) from a large cohort of children were used. These data included children's performance on five measures from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and two reading achievement outcome measures. The results showed that DIBELS measures were characterized by floor effects in their initial administrations and that these effects reduced the predictive validity of the measures. The implications of these findings for early identification are discussed.
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Date Issued: 2009-03-01
Identifier: FSU_pmch_19098274, 10.1177/0022219408326219, PMC4308976, 19098274, 19098274, 0022219408326219
Format: Citation

Title: Advanced Reading Comprehension Expectations in Secondary School: Considerations for Students with Emotional or Behavior Disorders..
Creator: Ciullo, Stephen, Ortiz, Miriam B, Al Otaiba, Stephanie, Lane, Kathleen Lynne
Abstract/Description: The debate around recent implementation of the Common Core Standards (CCSS) has perplexed many policy makers, practitioners, and researchers; yet there remains broad agreement for the need to improve reading outcomes and college and career readiness for all students, including students with disabilities. One of the most vulnerable populations with disabilities in terms of college and career readiness is students with emotional disorders (ED). A considerable percentage of students with ED...
Show moreThe debate around recent implementation of the Common Core Standards (CCSS) has perplexed many policy makers, practitioners, and researchers; yet there remains broad agreement for the need to improve reading outcomes and college and career readiness for all students, including students with disabilities. One of the most vulnerable populations with disabilities in terms of college and career readiness is students with emotional disorders (ED). A considerable percentage of students with ED encounter unfavorable academic and long-term outcomes, often due to reading difficulties and behavioral variables that impede learning. To date, the impact of rising expectations in reading on the education of students with ED has been absent from this conversation about CCSS. In this article, we consider the implications of new reading expectations in the critical period of Grades 6-12 for students with ED. First, we summarize grade level expectations of the standards. Then, we describe the characteristics and underachievement of students with ED. Next, we evaluate challenges in meeting the expectations based on extant research, and provide recommendations for practice based on the intervention literature. We conclude by prioritizing a research and policy agenda that advocates for increasing the likelihood of success in reading for students with ED in middle school and high school.
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Date Issued: 2016-06-01
Identifier: FSU_pmch_27403040, 10.1177/1044207315604365, PMC4937879, 27403040, 27403040
Format: Citation

Title: CBM Reading, Mathematics, and Written Expression at the Secondary Level: Examining Latent Composite Relations Among Indices and Unique Predictions With a State Achievement Test..
Creator: Codding, Robin S, Petscher, Yaacov, Truckenmiller, Adrea
Abstract/Description: 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 screening measures will be used that address various academic subject areas. The value of including different CBM indices measures is not well understood. The purpose of this study was to (a) examine the relationship among a variety of reading, writing, and...
Show moreA 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 screening measures will be used that address various academic subject areas. The value of including different CBM indices measures is not well understood. The purpose of this study was to (a) examine the relationship among a variety of reading, writing, and mathematics CBM indices administered to 249 seventh-grade students; (b) investigate amount and patterns of growth; and (c) examine predictive validity to a high-stakes state test using latent factor analysis and multiple indicator growth models. Results indicated strong correspondence among CBM types for fall static scores but weak relationships among slopes. Different patterns of growth were yielded for CBM writing than for CBM reading and mathematics. Findings from this study suggested that although reading, mathematics, and writing CBM were independently and moderately related to both English Language Arts and Math test scores, reading was the strongest predictor when all 3 CBM constructs were considered jointly.
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Date Issued: 2015-05-01
Identifier: FSU_pmch_26347201, 10.1037/a0037520, PMC4557811, 26347201, 26347201
Format: Citation

Title: First graders' literacy and self-regulation gains: The effect of individualizing student instruction..
Creator: Connor, Carol McDonald, Ponitz, Claire Cameron, Phillips, Beth M, Travis, Q Monét, Glasney, Stephanie, Morrison, Frederick J
Abstract/Description: We examined the effect of individualizing student instruction (ISI; N=445 students, 46 classrooms) on first graders' self-regulation gains compared to a business-as-usual control group. Self-regulation, conceptualized as a constellation of executive skills, was positively associated with academic development. We hypothesized that the ISI intervention's emphasis on teacher planning and organization, classroom management, and the opportunity for students to work independently and in small...
Show moreWe examined the effect of individualizing student instruction (ISI; N=445 students, 46 classrooms) on first graders' self-regulation gains compared to a business-as-usual control group. Self-regulation, conceptualized as a constellation of executive skills, was positively associated with academic development. We hypothesized that the ISI intervention's emphasis on teacher planning and organization, classroom management, and the opportunity for students to work independently and in small groups would promote students' self-regulation. We found no main effect of ISI on self-regulation gains. However, for students with weaker initial self-regulation, ISI was associated with greater self-regulation gains compared to peers in control classrooms. The ISI effect on self-regulation was greater when the intervention was more fully implemented.
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Date Issued: 2010-10-01
Identifier: FSU_pmch_20728691, 10.1016/j.jsp.2010.06.003, PMC2976978, 20728691, 20728691, S0022-4405(10)00046-4
Format: Citation

Title: A Lattice Model of the Development of Reading Comprehension.
Creator: Connor, Carol McDonald
Abstract/Description: In this article, I present a developmental model of how children learn to comprehend what they read, which builds on current models of reading comprehension and integrates findings from instructional research and evidence-based models of development in early and middle childhood. The lattice model holds that children's developing reading comprehension is a function of the interacting, reciprocal, and bootstrapping effects of developing text-specific, linguistic, and social-cognitive processes...
Show moreIn this article, I present a developmental model of how children learn to comprehend what they read, which builds on current models of reading comprehension and integrates findings from instructional research and evidence-based models of development in early and middle childhood. The lattice model holds that children's developing reading comprehension is a function of the interacting, reciprocal, and bootstrapping effects of developing text-specific, linguistic, and social-cognitive processes, which interact with instruction as child-characteristic-by-instruction (CXI) interaction effects. The processes develop over time and in the context of classroom, home, peer, community, and other influences to affect children's development of proficient reading comprehension. I first describe models of reading comprehension. I then review the basic processes in the model, the role of instruction, and CXI interactions in the context of the lattice model. I then discuss implications for instruction and research.
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Date Issued: 2016-12-01
Identifier: FSU_pmch_27867420, 10.1111/cdep.12200, PMC5110216, 27867420, 27867420
Format: Citation

Title: Individualizing Student Instruction in Reading: Implications for Policy and Practice..
Creator: Connor, Carol McDonald, Morrison, Frederick J
Abstract/Description: Despite three decades of scientific and public attention on efforts to improve literacy in America, little progress has been made in closing achievement gaps across racial, ethnic and socioeconomic lines. This article argues that one major reason is failure to take into account the mosaic of strengths and weaknesses individual children bring to school. With this comes the failure to develop personalized instruction for each child. We briefly review the research available, and then describe...
Show moreDespite three decades of scientific and public attention on efforts to improve literacy in America, little progress has been made in closing achievement gaps across racial, ethnic and socioeconomic lines. This article argues that one major reason is failure to take into account the mosaic of strengths and weaknesses individual children bring to school. With this comes the failure to develop personalized instruction for each child. We briefly review the research available, and then describe how research, ours and others, supports the efficacy of individualizing or personalizing student instructional (ISI) and illustrate how society might close achievement gaps. ISI, and other regimes, offer a systematic instructional program, incorporate child assessment, and personalized small-group instruction. In ISI, this is aided by computer-generated recommendations and planning tools, coupled with extensive, ongoing professional development. ISI has been shown to be highly effective from preschool through third grade in improving children's literacy skills. The practical and policy implications of implementing effective instruction are discussed.
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Date Issued: 2016-03-01
Identifier: FSU_pmch_29732399, 10.1177/2372732215624931, PMC5935258, 29732399, 29732399
Format: Citation

Title: Commentary on two classroom observation systems: moving toward a shared understanding of effective teaching..
Creator: Connor, Carol McDonald
Abstract/Description: In this commentary, I make five points: that designing observation systems that actually predict students' outcomes is challenging; second that systems that capture the complex and dynamic nature of the classroom learning environment are more likely to be able to meet this challenge; three, that observation tools are most useful when developed to serve a particular purpose and are put to that purpose; four that technology can help; and five, there are policy implications for valid and...
Show moreIn this commentary, I make five points: that designing observation systems that actually predict students' outcomes is challenging; second that systems that capture the complex and dynamic nature of the classroom learning environment are more likely to be able to meet this challenge; three, that observation tools are most useful when developed to serve a particular purpose and are put to that purpose; four that technology can help; and five, there are policy implications for valid and reliable classroom observation tools. The two observation systems presented in this special issue represent an important step forward and a move toward policy that promises to make a true difference in what is defined as high quality and effective teaching, what it looks like in the classroom, and how these practices can be more widely disseminated so that all children, including those attending under-resourced schools, can experience effective instruction, academic success and the lifelong accomplishment that follows.
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Date Issued: 2013-12-01
Identifier: FSU_pmch_24341927, 10.1037/spq0000045, PMC5064283, 24341927, 24341927, 2013-43926-004
Format: Citation

Title: Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders' vocabulary and reading comprehension outcomes..
Creator: Connor, Carol McDonald, Spencer, Mercedes, Day, Stephanie L, Giuliani, Sarah, Ingebrand, Sarah W, McLean, Leigh, Morrison, Frederick J
Abstract/Description: We examined classrooms as complex systems that affect students' literacy learning through interacting effects of content and amount of time individual students spent in literacy instruction along with the global quality of the classroom-learning environment. We observed 27 third grade classrooms serving 315 target students using two different observation systems. The first assessed instruction at a more micro-level; specifically, the amount of time individual students spent in literacy...
Show moreWe examined classrooms as complex systems that affect students' literacy learning through interacting effects of content and amount of time individual students spent in literacy instruction along with the global quality of the classroom-learning environment. We observed 27 third grade classrooms serving 315 target students using two different observation systems. The first assessed instruction at a more micro-level; specifically, the amount of time individual students spent in literacy instruction defined by the type of instruction, role of the teacher, and content. The second assessed the quality of the classroom-learning environment at a more macro level focusing on classroom organization, teacher responsiveness, and support for vocabulary and language. Results revealed that both global quality of the classroom learning environment and time individual students spent in specific types of literacy instruction covering specific content interacted to predict students' comprehension and vocabulary gains whereas neither system alone did. These findings support a dynamic systems model of how individual children learn in the context of classroom literacy instruction and the classroom-learning environment, which can help to improve observations systems, advance research, elevate teacher evaluation and professional development, and enhance student achievement.
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Date Issued: 2014-08-01
Identifier: FSU_pmch_25400293, 10.1037/a0035921, PMC4229844, 25400293, 25400293
Format: Citation

Title: A longitudinal cluster-randomized controlled study on the accumulating effects of individualized literacy instruction on students' reading from first through third grade.
Creator: Connor, Carol McDonald, Morrison, Frederick J, Fishman, Barry, Crowe, Elizabeth C, Al Otaiba, Stephanie, Schatschneider, Christopher
Abstract/Description: Using a longitudinal cluster-randomized controlled design, we examined whether students' reading outcomes differed when they received 1, 2, or 3 years of individualized reading instruction from first through third grade, compared with a treated control group. More than 45% of students came from families living in poverty. Following students, we randomly assigned their teachers each year to deliver individualized reading instruction or a treated control condition intervention focused on...
Show moreUsing a longitudinal cluster-randomized controlled design, we examined whether students' reading outcomes differed when they received 1, 2, or 3 years of individualized reading instruction from first through third grade, compared with a treated control group. More than 45% of students came from families living in poverty. Following students, we randomly assigned their teachers each year to deliver individualized reading instruction or a treated control condition intervention focused on mathematics. Students who received individualized reading instruction in all three grades showed the strongest reading skills by the end of third grade compared with those who received fewer years of such instruction. There was inconsistent evidence supporting a sustained first-grade treatment effect: Individualized instruction in first grade was necessary but not sufficient for stronger third-grade reading outcomes. These effects were achieved by regular classroom teachers who received professional development, which indicates that policies that support the use of evidence-based reading instruction and teacher training can yield increased student achievement.
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Date Issued: 2013-08-01
Identifier: FSU_pmch_23785038, 10.1177/0956797612472204, PMC4737583, 23785038, 23785038, 0956797612472204
Format: Citation

Title: Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten through Fourth Grade..
Creator: Connor, Carol McDonald, Phillips, Beth M, Kaschak, Michael, Apel, Kenn, Kim, Young-Suk, Al Otaiba, Stephanie, Crowe, Elizabeth C, Thomas-Tate, Shurita, Johnson, Lakeisha Cooper,...
Show moreConnor, Carol McDonald, Phillips, Beth M, Kaschak, Michael, Apel, Kenn, Kim, Young-Suk, Al Otaiba, Stephanie, Crowe, Elizabeth C, Thomas-Tate, Shurita, Johnson, Lakeisha Cooper, Lonigan, Christopher J
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Abstract/Description: This paper describes the theoretical framework, as well as the development and testing of the intervention, Comprehension Tools for Teachers (CTT), which is composed of eight component interventions targeting malleable language and reading comprehension skills that emerging research indicates contribute to proficient reading for understanding for prekindergarteners through fourth graders. Component interventions target processes considered largely automatic as well as more reflective...
Show moreThis paper describes the theoretical framework, as well as the development and testing of the intervention, Comprehension Tools for Teachers (CTT), which is composed of eight component interventions targeting malleable language and reading comprehension skills that emerging research indicates contribute to proficient reading for understanding for prekindergarteners through fourth graders. Component interventions target processes considered largely automatic as well as more reflective processes, with interacting and reciprocal effects. Specifically, we present component interventions targeting cognitive, linguistic, and text-specific processes, including morphological awareness, syntax, mental-state verbs, comprehension monitoring, narrative and expository text structure, enacted comprehension, academic knowledge, and reading to learn from informational text. Our aim was to develop a tool set composed of intensive meaningful individualized small group interventions. We improved feasibility in regular classrooms through the use of design-based iterative research methods including careful lesson planning, targeted scripting, pre- and postintervention proximal assessments, and technology. In addition to the overall framework, we discuss seven of the component interventions and general results of design and efficacy studies.
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Date Issued: 2014-09-01
Identifier: FSU_pmch_26500420, 10.1007/s10648-014-9267-1, PMC4613791, 26500420, 26500420
Format: Citation

Title: Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School.
Creator: Connor, Carol McDonald, Day, Stephanie L, Phillips, Beth, Sparapani, Nicole, Ingebrand, Sarah W, McLean, Leigh, Barrus, Angela, Kaschak, Michael P
Abstract/Description: Many assume that cognitive and linguistic processes, such as semantic knowledge (SK) and self-regulation (SR), subserve learned skills like reading. However, complex models of interacting and bootstrapping effects of SK, SR, instruction, and reading hypothesize reciprocal effects. Testing this "lattice" model with children (n = 852) followed from first to second grade (5.9-10.4 years of age) revealed reciprocal effects for reading and SR, and reading and SK, but not SR and SK. More effective...
Show moreMany assume that cognitive and linguistic processes, such as semantic knowledge (SK) and self-regulation (SR), subserve learned skills like reading. However, complex models of interacting and bootstrapping effects of SK, SR, instruction, and reading hypothesize reciprocal effects. Testing this "lattice" model with children (n = 852) followed from first to second grade (5.9-10.4 years of age) revealed reciprocal effects for reading and SR, and reading and SK, but not SR and SK. More effective literacy instruction reduced reading stability over time. Findings elucidate the synergistic and reciprocal effects of learning to read on other important linguistic, self-regulatory, and cognitive processes; the value of using complex models of development to inform intervention design; and how learned skills may influence development during middle childhood.
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Date Issued: 2016-11-01
Identifier: FSU_pmch_27264645, 10.1111/cdev.12570, PMC5138137, 27264645, 27264645
Format: Citation

Title: Testing the Impact of Child Characteristics × Instruction Interactions on Third Graders' Reading Comprehension by Differentiating Literacy Instruction.
Creator: Connor, Carol McDonald, Morrison, Fredrick J, Fishman, Barry, Giuliani, Sarah, Luck, Melissa, Underwood, Phyllis S, Bayraktar, Aysegul, Crowe, Elizabeth C, Schatschneider,...
Show moreConnor, Carol McDonald, Morrison, Fredrick J, Fishman, Barry, Giuliani, Sarah, Luck, Melissa, Underwood, Phyllis S, Bayraktar, Aysegul, Crowe, Elizabeth C, Schatschneider, Christopher
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Abstract/Description: There is accumulating correlational evidence that the effect of specific types of reading instruction depends on children's initial language and literacy skills, called child characteristics × instruction (C×I) interactions. There is, however, no experimental evidence beyond first grade. This randomized control study examined whether C×I interactions might present an underlying and predictable mechanism for explaining individual differences in how students respond to third-grade classroom...
Show moreThere is accumulating correlational evidence that the effect of specific types of reading instruction depends on children's initial language and literacy skills, called child characteristics × instruction (C×I) interactions. There is, however, no experimental evidence beyond first grade. This randomized control study examined whether C×I interactions might present an underlying and predictable mechanism for explaining individual differences in how students respond to third-grade classroom literacy instruction. To this end, we designed and tested an instructional intervention (Individualizing Student Instruction [ISI]). Teachers (n = 33) and their students (n = 448) were randomly assigned to the ISI intervention or a vocabulary intervention, which was not individualized. Teachers in both conditions received professional development. Videotaped classroom observations conducted in the fall, winter, and spring documented the instruction that each student in the classroom received. Teachers in the ISI group were more likely to provide differentiated literacy instruction that considered C×I interactions than were the teachers in the vocabulary group. Students in the ISI intervention made greater gains on a standardized assessment of reading comprehension than did students in the vocabulary intervention. Results indicate that C×I interactions likely contribute to students' varying response to literacy instruction with regard to their reading comprehension achievement and that the association between students' profile of language and literacy skills and recommended instruction is nonlinear and dependent on a number of factors. Hence, dynamic and complex theories about classroom instruction and environment impacts on student learning appear to be warranted and should inform more effective literacy instruction in third grade.
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Date Issued: 2011-07-01
Identifier: FSU_pmch_27867226, PMC5115604, 27867226, 27867226
Format: Citation

Title: Patterns of experience with verbs affect long-term cumulative structural priming.
Creator: Coyle, Jacqueline M, Kaschak, Michael P
Abstract/Description: Recent studies of structural priming have demonstrated that although there is evidence of verb-based effects in short-term priming (e.g., stronger priming when verbs are repeated between prime and target sentences), such effects are absent in long-term priming. We present evidence that verb-based effects can be observed in long-term priming situations. This result has important implications for theoretical accounts of the mechanisms that give rise to structural priming and other such...
Show moreRecent studies of structural priming have demonstrated that although there is evidence of verb-based effects in short-term priming (e.g., stronger priming when verbs are repeated between prime and target sentences), such effects are absent in long-term priming. We present evidence that verb-based effects can be observed in long-term priming situations. This result has important implications for theoretical accounts of the mechanisms that give rise to structural priming and other such adaptation effects in language production.
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Date Issued: 2008-10-01
Identifier: FSU_pmch_18926990, 10.3758/PBR.15.5.967, PMC4606931, 18926990, 18926990, 15/5/967
Format: Citation

Title: Examining the relations between self-regulation and achievement in third grade students.
Creator: Day, Stephanie L, Connor, Carol M
Abstract/Description: Children with stronger self-regulation skills generally demonstrate greater overall success in school both academically and socially. However, there are few valid and reliable measures of self-regulation in middle elementary school. Such a measure could help identify whether a child is truly having difficulties. Thus, the Remembering Rules and Regulation Picture Task (RRRP) was developed. The aim of this study was to develop scoring systems for the RRRP and then to examine the associations...
Show moreChildren with stronger self-regulation skills generally demonstrate greater overall success in school both academically and socially. However, there are few valid and reliable measures of self-regulation in middle elementary school. Such a measure could help identify whether a child is truly having difficulties. Thus, the Remembering Rules and Regulation Picture Task (RRRP) was developed. The aim of this study was to develop scoring systems for the RRRP and then to examine the associations between RRRP and independent measures of self-regulation and academic achievement in mathematics and reading. Children ( = 282) from 34 third grade classrooms in Florida participated in this study. Results revealed that the RRRP captured three constructs: working memory, attentional flexibility, and inhibitory control. Hierarchical linear modeling (HLM) demonstrated that the RRRP was significantly and positively associated with other measures of self-regulation. The RRRP was significantly and positively associated with mathematics and reading as well. The RRRP appears to be a promising measure of children's self-regulation skills.
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Date Issued: 2017-03-01
Identifier: FSU_pmch_28439211, 10.1177/1534508416670367, PMC5400292, 28439211, 28439211
Format: Citation

Title: Children's behavioral regulation and literacy: The impact of the first grade classroom environment..
Creator: Day, Stephanie L, Connor, Carol McDonald, McClelland, Megan M
Abstract/Description: Classroom learning environments are an important source of influence on children's development, particularly with regard to literacy achievement and behavioral regulation, both of which require the coordination of task inhibition, attention, and working memory. Classroom observations were conducted in 18 schools and 51 first grade classrooms for 500 children. The non-instructional activities were recorded for each student in the classroom. Hierarchical linear modeling revealed that children...
Show moreClassroom learning environments are an important source of influence on children's development, particularly with regard to literacy achievement and behavioral regulation, both of which require the coordination of task inhibition, attention, and working memory. Classroom observations were conducted in 18 schools and 51 first grade classrooms for 500 children. The non-instructional activities were recorded for each student in the classroom. Hierarchical linear modeling revealed that children with weaker fall behavioral regulation were more likely to attend classrooms where more time was spent in disruptions and wasted instructional time over the course of the school year, such as waiting for the teacher to gather materials before beginning instruction. For literacy outcomes, children who were in classrooms where more time in disruptions, transitions, and waiting was observed showed weaker literacy skill gains in the spring compared to children in classrooms with lesser amounts of such unproductive non-instructional time and this effect was generally greater for students with initial weaker skills. These results also reveal that the classroom environment and the incoming characteristics of the students themselves influence students' development of behavioral regulation and literacy.
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Date Issued: 2015-10-01
Identifier: FSU_pmch_26407837, 10.1016/j.jsp.2015.07.004, PMC4598041, 26407837, 26407837, S0022-4405(15)00047-3
Format: Citation

Title: Teaching Word Identification to Students with Reading Difficulties and Disabilities.
Creator: Denton, Carolyn A, Al Otaiba, Stephanie
Date Issued: 2011-03-01
Identifier: FSU_pmch_25614707, PMC4299759, 25614707, 25614707
Format: Citation

Title: Sources of Cognitive Exploration: Genetic Variation in the Prefrontal Dopamine System Predicts Openness/Intellect..
Creator: Deyoung, Colin G, Cicchetti, Dante, Rogosch, Fred A, Gray, Jeremy R, Eastman, Maria, Grigorenko, Elena L
Abstract/Description: The personality trait Openness/Intellect reflects the tendency to be imaginative, curious, perceptive, artistic, and intellectual-all characteristics that involve cognitive exploration. Little is known about the biological basis of Openness/Intellect, but the trait has been linked to cognitive functions of prefrontal cortex, and the neurotransmitter dopamine plays a key role in motivation to explore. The hypothesis that dopamine is involved in Openness/Intellect was supported by examining its...
Show moreThe personality trait Openness/Intellect reflects the tendency to be imaginative, curious, perceptive, artistic, and intellectual-all characteristics that involve cognitive exploration. Little is known about the biological basis of Openness/Intellect, but the trait has been linked to cognitive functions of prefrontal cortex, and the neurotransmitter dopamine plays a key role in motivation to explore. The hypothesis that dopamine is involved in Openness/Intellect was supported by examining its association with two genes that are central components of the prefrontal dopaminergic system. In two demographically different samples (children: N = 608; adults: N = 214), variation in the dopamine D4 receptor gene (DRD4) and the catechol-O-methyltransferase gene (COMT) predicted Openness/Intellect, as main effects in the child sample and in interaction in adults.
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Date Issued: 2011-08-01
Identifier: FSU_pmch_21804655, 10.1016/j.jrp.2011.04.002, PMC3143482, 21804655, 21804655
Format: Citation

Title: Acquiring Science and Social Studies Knowledge in Kindergarten Through Fourth Grade: Conceptualization, Design, Implementation, and Efficacy Testing of Content-Area Literacy Instruction (CALI)..
Creator: Dombek, Jennifer, Crowe, Elizabeth C, Spencer, Mercedes, Tighe, Elizabeth L, Coffinger, Sean, Zargar, Elham, Wood, Taffeta, Petscher, Yaacov
Abstract/Description: 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 with a design study, we developed Content Area Literacy Instruction (CALI), as an individualized (or personalized) instructional program for kindergarteners through fourth graders to build science and social studies knowledge. We developed CALI to be...
Show moreWith 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 with a design study, we developed Content Area Literacy Instruction (CALI), as an individualized (or personalized) instructional program for kindergarteners through fourth graders to build science and social studies knowledge. We developed CALI to be implemented in general education classrooms, over multiple iterations (n=230 students), using principles of design-based implementation research. The aims were to develop CALI as a usable and feasible instructional program that would, potentially, improve science and social studies knowledge, and could be implemented during the literacy block without negatively affecting students' reading gains (i.e., no opportunity cost). We then evaluated the efficacy of CALI in a randomized controlled field trial with 418 students in kindergarten through fourth grade. Results reveal that CALI demonstrates promise as a useable and feasible instructional individualized general education program, and is efficacious in improving social studies (=2.2) and science (=2.1) knowledge, with some evidence of improving oral and reading comprehension skills (=.125).
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Date Issued: 2017-04-01
Identifier: FSU_pmch_28479610, 10.1037/edu0000128, PMC5415842, 28479610, 28479610
Format: Citation

Title: A balanced t(10;15) translocation in a male patient with developmental language disorder.
Creator: Ercan-Sencicek, A Gulhan, Davis Wright, Nicole R, Sanders, Stephan J, Oakman, Nicole, Valdes, Lianna, Bakkaloglu, Betul, Doyle, Niamh, Yrigollen, Carolyn M, Morgan, Thomas M,...
Show moreErcan-Sencicek, A Gulhan, Davis Wright, Nicole R, Sanders, Stephan J, Oakman, Nicole, Valdes, Lianna, Bakkaloglu, Betul, Doyle, Niamh, Yrigollen, Carolyn M, Morgan, Thomas M, Grigorenko, Elena L
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Abstract/Description: We report the clinical and cytogenetic findings on a male child with developmental language disorder, no physical abnormalities, and a balanced t(10;15)(q24.1;q21.1) translocation. As the child's parents are unavailable for investigations, it is unclear whether the translocation is inherited or de novo. Fluorescence in situ hybridization (FISH) analyses were carried out using specific RP11-BAC clones mapping near 15q21.1 and 10q24.1 to refine the location of the breakpoints. The breakpoint on...
Show moreWe report the clinical and cytogenetic findings on a male child with developmental language disorder, no physical abnormalities, and a balanced t(10;15)(q24.1;q21.1) translocation. As the child's parents are unavailable for investigations, it is unclear whether the translocation is inherited or de novo. Fluorescence in situ hybridization (FISH) analyses were carried out using specific RP11-BAC clones mapping near 15q21.1 and 10q24.1 to refine the location of the breakpoints. The breakpoint on 15q21.1 interrupts the SEMA6D gene and the breakpoint on 10q24.1 is located between the ENTPD1 and CCNJ genes. The SEMA6D gene was further investigated in samples of individuals with developmental language disorders and controls; this investigation offered further evidence of the involvement of SEMA6D with developmental language disorders.
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Date Issued: 2012-02-01
Identifier: FSU_pmch_22266071, 10.1016/j.ejmg.2011.12.005, PMC3322462, 22266071, 22266071, S1769-7212(11)00134-0
Format: Citation

Title: Examining the measurement precision and invariance of the revised get ready to read!.
Creator: Farrington, Amber L, Lonigan, Christopher J
Abstract/Description: Children's emergent literacy skills are highly predictive of later reading abilities. To determine which children have weaker emergent literacy skills and are in need of intervention, it is necessary to assess emergent literacy skills accurately and reliably. In this study, 1,351 children were administered the Revised Get Ready to Read! (GRTR-R), and an item response theory analysis was used to evaluate the item-level reliability of the measure. Differential item functioning (DIF) analyses...
Show moreChildren's emergent literacy skills are highly predictive of later reading abilities. To determine which children have weaker emergent literacy skills and are in need of intervention, it is necessary to assess emergent literacy skills accurately and reliably. In this study, 1,351 children were administered the Revised Get Ready to Read! (GRTR-R), and an item response theory analysis was used to evaluate the item-level reliability of the measure. Differential item functioning (DIF) analyses were conducted to examine whether items function similarly between subpopulations of children. The GRTR-R had acceptable reliability for children whose ability level was just below the mean. DIF for a small number of items was present for only two comparisons-children who were older versus younger and children who were White versus African American. These results demonstrate that the GRTR-R has acceptable reliability and limited DIF, enabling the screener to identify those at risk for developing reading problems.
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Date Issued: 2015-05-01
Identifier: FSU_pmch_23851136, 10.1177/0022219413495568, PMC4762015, 23851136, 23851136, 0022219413495568
Format: Citation

Title: Examining General and Specific Factors in the Dimensionality of Oral Language and Reading in 4th-10th Grades.
Creator: Foorman, Barbara R, Koon, Sharon, Petscher, Yaacov, Mitchell, Alison, Truckenmiller, Adrea
Abstract/Description: 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 employed latent variable modeling of decoding fluency, vocabulary, syntax, and reading comprehension so as to represent these constructs with minimal error and to examine whether residual variance unaccounted for by oral language can be captured by specific...
Show moreThe 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 employed latent variable modeling of decoding fluency, vocabulary, syntax, and reading comprehension so as to represent these constructs with minimal error and to examine whether residual variance unaccounted for by oral language can be captured by specific factors of syntax and vocabulary. A 1-, 3-, 4-, and bifactor model were tested with 1,792 students in 18 schools in 2 large urban districts in the Southeast. Students were individually administered measures of expressive and receptive vocabulary, syntax, and decoding fluency in mid-year. At the end of the year students took the state reading test as well as a group-administered, norm-referenced test of reading comprehension. The bifactor model fit the data best in all 7 grades and explained 72% to 99% of the variance in reading comprehension. The specific factors of syntax and vocabulary explained significant unique variance in reading comprehension in 1 grade each. The decoding fluency factor was significantly correlated with the reading comprehension and oral language factors in all grades, but, in the presence of the oral language factor, was not significantly associated with the reading comprehension factor. Results support a bifactor model of lexical knowledge rather than the 3-factor model of the Simple View of Reading, with the vast amount of variance in reading comprehension explained by a general oral language factor.
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Date Issued: 2015-08-01
Identifier: FSU_pmch_26346839, 10.1037/edu0000026, PMC4557887, 26346839, 26346839
Format: Citation

Title: The Structure of Oral Language and Reading and Their Relation to Comprehension in Kindergarten through Grade 2.
Creator: Foorman, Barbara R, Herrera, Sarah, Petscher, Yaacov, Mitchell, Alison, Truckenmiller, Adrea
Abstract/Description: 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), Grade 1 (n = 372), and Grade 2 (n = 273), attending Title 1 schools. Students were administered phonological awareness, syntax, vocabulary, listening comprehension, and decoding fluency measures in mid-year. Outcome measures included a listening comprehension...
Show moreThis 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), Grade 1 (n = 372), and Grade 2 (n = 273), attending Title 1 schools. Students were administered phonological awareness, syntax, vocabulary, listening comprehension, and decoding fluency measures in mid-year. Outcome measures included a listening comprehension measure in Kindergarten and a reading comprehension test in Grades1 and 2. In Kindergarten, oral language (consisting of listening comprehension, syntax, and vocabulary) shared variance with phonological awareness in predicting a listening comprehension outcome. However, in Grades 1 and 2, phonological awareness was no longer predictive of reading comprehension when decoding fluency and oral language were included in the model. In Grades 1 and 2, oral language and decoding fluency were significant predictors of reading comprehension.
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Date Issued: 2015-05-01
Identifier: FSU_pmch_27660395, 10.1007/s11145-015-9544-5, PMC5029469, 27660395, 27660395
Format: Citation

Title: An Examination of Kindergarten Oral Language for African American Students: Are There Meaningful Differences in Comparison to Peers?.
Creator: Gatlin, Brandy, Wanzek, Jeanne, Al Otaiba, Stephanie
Abstract/Description: 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 exposure before they enter school. The purpose of this study was to investigate oral language performance, including receptive and expressive vocabulary, grammar, and sentence imitation, among a diverse group of kindergarten students (n = 503). Using...
Show moreUnderstanding 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 exposure before they enter school. The purpose of this study was to investigate oral language performance, including receptive and expressive vocabulary, grammar, and sentence imitation, among a diverse group of kindergarten students (n = 503). Using hierarchical linear modeling, we examined the contributions of student race, African American or non-African American, student socioeconomic status (SES), and schoolwide SES to oral language performance. In separate analyses, we found significant absolute effects of both race and individual SES. However, when analyzed simultaneously, only race was a significant predictor for all measures. We also found that both identification as African American and schoolwide SES were significant predictors of oral language performance. We discuss implications for practice and future research.
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Date Issued: 2016-01-01
Identifier: FSU_pmch_28450778, 10.1080/10573569.2015.1039737, PMC5404747, 28450778, 28450778
Format: Citation

Title: Relations Among Children's Use of Dialect and Literacy Skills: A Meta-Analysis..
Creator: Gatlin, Brandy, Wanzek, Jeanne
Abstract/Description: 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 were selected if they: (a) included participants who were in Grades K-6 and were typically developing native English speakers, (b) examined a concurrent quantitative relationship between dialect use and literacy, including reading, spelling, or writing...
Show moreThe 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 were selected if they: (a) included participants who were in Grades K-6 and were typically developing native English speakers, (b) examined a concurrent quantitative relationship between dialect use and literacy, including reading, spelling, or writing measures, and (c) contained sufficient information to calculate effect size estimates. Upon the removal of one study that was found to be an outlier, the full sample included 19 studies consisting of 1,947 participants, of which the majority (70%) were African American. The results showed a negative and moderate relationship between dialect use and overall literacy performance (M effect size = -0.33) and for dialect and reading (M effect size = -0.32). For spelling and writing, the relationship was negative and small (M effect size = -0.22). Moderator analyses revealed that socioeconomic status and grade level were not significant predictors for relations among dialect use and literacy skills. Implications for practice and future research, including analyzing dialect use in a variety of contexts and examining these relations to literacy outcomes, are discussed.
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Date Issued: 2015-08-01
Identifier: FSU_pmch_26090843, 10.1044/2015_JSLHR-L-14-0311, PMC4765162, 26090843, 26090843, 2341337
Format: Citation

Title: Consequences of Misspecifying Levels of Variance in Cross-Classified Longitudinal Data Structures.
Creator: Gilbert, Jennifer, Petscher, Yaacov, Compton, Donald L, Schatschneider, Chris
Abstract/Description: 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 schools were used in this study and were obtained from the Progress Monitoring and Reporting Network maintained by the Florida Center for Reading Research. Oral reading fluency (ORF) was assessed four times per school year. Five growth models with varying...
Show moreThe 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 schools were used in this study and were obtained from the Progress Monitoring and Reporting Network maintained by the Florida Center for Reading Research. Oral reading fluency (ORF) was assessed four times per school year. Five growth models with varying levels of data (student, classroom, and school) were estimated in order to determine which structures were necessary to correctly partition variance and accurately estimate standard errors for growth parameters. Because the results illustrate that not modeling higher-level clustering inflated lower-level variance estimates and in some cases led to biased standard errors, the authors recommend the practice of including classroom cross-classification and school nesting when predicting longitudinal student outcomes.
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Date Issued: 2016-05-18
Identifier: FSU_pmch_27242608, 10.3389/fpsyg.2016.00695, PMC4870234, 27242608, 27242608
Format: Citation

Title: Exploring the Dimensionality of Morphological Knowledge for Adolescent Readers.
Creator: Goodwin, Amanda P, Petscher, Yaacov, Carlisle, Joanne F, Mitchell, Alison M
Abstract/Description: 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 morphological knowledge was best fit by a bifactor model with a general factor of morphological knowledge and seven specific factors, representing tasks that tap different facets of morphological knowledge. Next, structural equation modelling was used to explore...
Show moreThis 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 morphological knowledge was best fit by a bifactor model with a general factor of morphological knowledge and seven specific factors, representing tasks that tap different facets of morphological knowledge. Next, structural equation modelling was used to explore links to literacy outcomes. Results indicated the general factor and the specific factor of morphological meaning processing showed significant positive associations with reading comprehension and vocabulary. Also, the specific factor of generating morphologically related words showed significant positive associations with vocabulary, while specific factors of morphological word reading and spelling processing showed small negative relationships to reading comprehension and vocabulary. Findings highlight the complexity of morphological knowledge and suggest the importance of being cognizant of the nature of morphology when designing and interpreting studies.
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Date Issued: 2017-02-01
Identifier: FSU_pmch_28239208, 10.1111/1467-9817.12064, PMC5321651, 28239208, 28239208
Format: Citation

Title: Understanding Inadequate Response to First Grade Multi-Tier Intervention: Nomothetic and Idiographic Perspectives..
Creator: Greulich, Luana, Al Otaiba, Stephanie, Schatschneider, Christopher, Wanzek, Jeanne, Ortiz, Miriam, Wagner, Richard
Abstract/Description: 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 supplemental intervention services during a larger multi-tier RTI study involving classrooms and 522 students across 10 schools. Findings from an all-subset regression indicate letter word reading, the fluency composite, and blending words explained the most...
Show moreThe 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 supplemental intervention services during a larger multi-tier RTI study involving classrooms and 522 students across 10 schools. Findings from an all-subset regression indicate letter word reading, the fluency composite, and blending words explained the most variance (15%) in response among initial skills. Adding additional teacher ratings of behavior and academics, accounted for a small amount of additional variance (3%) in group membership. The ROC curve analysis indicated 87.5% of students were correctly classified, yielding a sensitivity of 85.3 and a specificity of 65.0. Findings from qualitative observations of intervention sessions suggest inadequate responders demonstrated physical and verbal task avoidance and displayed emotions of hopelessness and shame. Implications for practice are discussed.
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Date Issued: 2014-11-01
Identifier: FSU_pmch_25422532, 10.1177/0731948714526999, PMC4240018, 25422532, 25422532
Format: Citation

Title: Academic Achievement Among Juvenile Detainees.
Creator: Grigorenko, Elena L, Macomber, Donna, Hart, Lesley, Naples, Adam, Chapman, John, Geib, Catherine F, Chart, Hilary, Tan, Mei, Wolhendler, Baruch, Wagner, Richard
Abstract/Description: The literature has long pointed to heightened frequencies of learning disabilities (LD) within the population of law offenders; however, a systematic appraisal of these observations, careful estimation of these frequencies, and investigation of their correlates and causes have been lacking. Here we present data collected from all youth (1,337 unique admissions, mean age 14.81, 20.3% females) placed in detention in Connecticut (January 1, 2010-July 1, 2011). All youth completed a computerized...
Show moreThe literature has long pointed to heightened frequencies of learning disabilities (LD) within the population of law offenders; however, a systematic appraisal of these observations, careful estimation of these frequencies, and investigation of their correlates and causes have been lacking. Here we present data collected from all youth (1,337 unique admissions, mean age 14.81, 20.3% females) placed in detention in Connecticut (January 1, 2010-July 1, 2011). All youth completed a computerized educational screener designed to test a range of performance in reading (word and text levels) and mathematics. A subsample (n = 410) received the Wide Range Achievement Test, in addition to the educational screener. Quantitative (scale-based) and qualitative (grade-equivalence-based) indicators were then analyzed for both assessments. Results established the range of LD in this sample from 13% to 40%, averaging 24.9%. This work provides a systematic exploration of the type and severity of word and text reading and mathematics skill deficiencies among juvenile detainees and builds the foundation for subsequent efforts that may link these deficiencies to both more formal, structured, and variable definitions and classifications of LD, and to other types of disabilities (e.g., intellectual disability) and developmental disorders (e.g., ADHD) that need to be conducted in future research.
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Date Issued: 2015-07-01
Identifier: FSU_pmch_24064502, 10.1177/0022219413500991, PMC5064284, 24064502, 24064502, 0022219413500991
Format: Citation

Humans (98)	+ -
Male (71)	+ -
Female (70)	+ -
Child (65)	+ -
Reading (43)	+ -

Child, Preschool (26)	+ -
Adolescent (20)	+ -
Comprehension (14)	+ -
Phonetics (13)	+ -
Models, Psychological (12)	+ -
Vocabulary (12)	+ -
Adult (11)	+ -
Achievement (10)	+ -
Longitudinal Studies (10)	+ -
Child Behavior/psychology (9)	+ -
Child Development/physiology (9)	+ -
Language (9)	+ -
Neuropsychological Tests (9)	+ -
Child Language (8)	+ -
Educational Status (8)	+ -
Language Tests (8)	+ -
Reproducibility of Results (8)	+ -
Young Adult (7)	+ -
Comprehension/physiology (6)	+ -
Gene-Environment Interaction (6)	+ -
Language Development (6)	+ -
Middle Aged (6)	+ -
Phenotype (6)	+ -
Semantics (6)	+ -
Social Environment (6)	+ -

text (243)	+ -
journal article (70)	+ -

Petscher, Yaacov (53)	+ -
Lonigan, Christopher J (40)	+ -
Wagner, Richard K (37)	+ -
Al Otaiba, Stephanie (36)	+ -
Schatschneider, Christopher (36)	+ -

Grigorenko, Elena L (29)	+ -
Hart, Sara A (18)	+ -
Wanzek, Jeanne (18)	+ -
Kim, Young-Suk (17)	+ -
Taylor, Jeanette (17)	+ -
Phillips, Beth M (14)	+ -
Connor, Carol McDonald (13)	+ -
Kaschak, Michael P (13)	+ -
Greulich, Luana (12)	+ -
Puranik, Cynthia S (10)	+ -
Tighe, Elizabeth L (10)	+ -
Landi, Nicole (9)	+ -
Lee, Maria (9)	+ -
Spencer, Mercedes (9)	+ -
Connor, Carol M (7)	+ -
Folsom, Jessica S (7)	+ -
Kornilov, Sergey A (7)	+ -
Mikolajewski, Amy J (7)	+ -
Otaiba, Stephanie Al (7)	+ -
Quinn, Jamie M (7)	+ -
Allan, Nicholas P (6)	+ -
Frost, Stephen J (6)	+ -
Pugh, Kenneth R (6)	+ -
Puranik, Cynthia (6)	+ -
Allan, Darcey M (5)	+ -

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