Current Search:  Research Repository (x) » * (x) » Citation (x) » Shukla, P. (x) » Journal of learning disabilities (x) » Al Otaiba, Stephanie (x)

Search results

  • CSV Spreadsheet
(1 - 3 of 3)
Development of oral reading fluency in children with speech or language impairments
Title
Development of oral reading fluency in children with speech or language impairments: a growth curve analysis..
Creator
Puranik, Cynthia S, Petscher, Yaacov, Al Otaiba, Stephanie, Catts, Hugh W, Lonigan, Christopher J
Abstract/Description
This longitudinal study used piece-wise growth curve analyses to examine growth patterns in oral reading fluency for 1,991 students with speech impairments (SI) or language impairments (LI) from first through third grade. The main finding of this study was that a diagnosis of SI or LI can have a detrimental and persistent effect on early reading skills. Results indicated differences between subgroups in growth trajectories that were evident in first grade. A large proportion of students with...
Show moreThis longitudinal study used piece-wise growth curve analyses to examine growth patterns in oral reading fluency for 1,991 students with speech impairments (SI) or language impairments (LI) from first through third grade. The main finding of this study was that a diagnosis of SI or LI can have a detrimental and persistent effect on early reading skills. Results indicated differences between subgroups in growth trajectories that were evident in first grade. A large proportion of students with SI or LI did not meet grade-level reading fluency benchmarks. Overall students with SI showed better performance than students with LI. Reading fluency performance was negatively related to the persistence of the SI or LI; the lowest performing students were those originally identified with SI or LI whose diagnosis changed to a learning disability. The results underscore the need to identify, monitor, and address reading fluency difficulties early among students with SI or LI.
Show less
Date Issued
2008-11-01
Identifier
FSU_pmch_18625782, 10.1177/0022219408317858, PMC3279740, 18625782, 18625782, 0022219408317858
Format
Citation
Relations among student attention behaviors, teacher practices, and beginning word reading skill.
Title
Relations among student attention behaviors, teacher practices, and beginning word reading skill.
Creator
Sáez, Leilani, Folsom, Jessica Sidler, Al Otaiba, Stephanie, Schatschneider, Christopher
Abstract/Description
The role of student attention for predicting kindergarten word reading was investigated among 432 students. Using Strengths and Weaknesses of ADHD Symptoms and Normal Behavior Rating Scale behavior rating scores, the authors conducted an exploratory factor analysis, which yielded three distinct factors that reflected selective attention. In this study, the authors focused on the role of one of these factors, which they labeled attention-memory, for predicting reading performance. Teacher...
Show moreThe role of student attention for predicting kindergarten word reading was investigated among 432 students. Using Strengths and Weaknesses of ADHD Symptoms and Normal Behavior Rating Scale behavior rating scores, the authors conducted an exploratory factor analysis, which yielded three distinct factors that reflected selective attention. In this study, the authors focused on the role of one of these factors, which they labeled attention-memory, for predicting reading performance. Teacher ratings of attention-memory predicted word reading above and beyond the contribution of phonological awareness and vocabulary knowledge. In addition, the relations between four teacher practices and attention ratings for predicting reading performance were examined. Using hierarchical linear modeling, the authors found significant interactions between student attention and teacher practices observed during literacy instruction. In general, as ratings of attention improved, better kindergarten word reading performance was associated with high levels of classroom behavior management. However, better word reading performance was not associated with high levels of teacher task orienting. A significant three-way interaction was also found among attention, individualized instruction, and teacher task redirections. The role of regulating kindergarten student attention to support beginning word reading skill development is discussed.
Show less
Date Issued
2012-09-01
Identifier
FSU_pmch_22207616, 10.1177/0022219411431243, PMC3328644, 22207616, 22207616, 0022219411431243
Format
Citation
componential model of reading
Title
The componential model of reading: predicting first grade reading performance of culturally diverse students from ecological, psychological, and cognitive factors assessed at kindergarten entry..
Creator
Ortiz, Miriam, Folsom, Jessica S, Al Otaiba, Stephanie, Greulich, Luana, Thomas-Tate, Shurita, Connor, Carol M
Abstract/Description
This study, framed by the component model of reading (CMR), examined the relative importance of kindergarten-entry predictors of first grade reading performance. Specifically, elements within the ecological domain included dialect, maternal education, amount of preschool, and home literacy; elements within the psychological domain included teacher-reported academic competence, social skills, and behavior; and elements within the cognitive domain included initial vocabulary, phonological, and...
Show moreThis study, framed by the component model of reading (CMR), examined the relative importance of kindergarten-entry predictors of first grade reading performance. Specifically, elements within the ecological domain included dialect, maternal education, amount of preschool, and home literacy; elements within the psychological domain included teacher-reported academic competence, social skills, and behavior; and elements within the cognitive domain included initial vocabulary, phonological, and morpho-syntactic skills, and alphabetic and word recognition skills. Data were obtained for 224 culturally diverse kindergarteners (58% Black, 34% White, and 8% Hispanic or other; 58% received free or reduced-price lunch) from a larger study conducted in seven predominantly high poverty schools (n = 20 classrooms) in a midsized city school district in northern Florida. Results from a hierarchical multiple regression (with variables in the ecological domain entered first, followed by the psychological and cognitive domains) revealed a model that explained roughly 56% of the variance in first grade reading achievement, using fall-of-kindergarten predictors. Letter-word reading and morpho-syntactic skill were the strongest significant predictors. The findings largely support the CMR model as a means to understand individual differences in reading acquisition and, in turn, to support data-based instructional decisions for a wider range of children.
Show less
Date Issued
2012-09-01
Identifier
FSU_pmch_22227395, 10.1177/0022219411431242, PMC3328636, 22227395, 22227395, 0022219411431242
Format
Citation