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Some of the material in is restricted to members of the community. By logging in, you may be able to gain additional access to certain collections or items. If you have questions about access or logging in, please use the form on the Contact Page.
The goals of this study were twofold: first, to examine whether preschool children's name-writing proficiency differentiated them on other emergent reading and writing tasks, and second, to examine the effect of name length on preschool...
Reading ability and specific reading disability (SRD) are complex traits involving several cognitive processes and are shaped by a complex interplay of genetic and environmental forces. Linkage studies of these traits have identified...
The purpose of this study was to compare the long term effects of two first grade RTI models (Dynamic and Typical RTI) on the reading performance of students in second and third grade. Participants included 419 first grade students (352...
Developmental, Component-Based Model of Reading Fluency: An Investigation of Predictors of Word-Reading Fluency, Text-Reading Fluency, and Reading Comprehension.
The primary goal was to expand our understanding of text reading fluency (efficiency or automaticity)-how its relation to other constructs (e.g., word reading fluency and reading comprehension) changes over time and how it is different...
The purpose of this study was to examine which emergent literacy skills contribute to preschool children's emergent writing (name-writing, letter-writing, and spelling) skills. Emergent reading and writing tasks were administered to 296...
Although extant studies indicate that there is a strong association between attention deficit/hyperactivity disorder and reading ability in elementary school children, knowledge regarding the relation between inattentive and hyperactive...
Working memory (WM) and inhibitory control (IC) are considered related but separable executive functions (EFs) among adults and adolescents. Although available evidence suggests that these constructs have not diverged especially among...
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, ...
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...
The present study followed a sample of first-grade (N = 316, Mage = 7.05 at first test) through fourth-grade students to evaluate dynamic developmental relations between vocabulary knowledge and reading comprehension. Using latent change...
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...
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...
The present study employed data simulation techniques to investigate the one-year stability of alternative classification schemes for identifying children with reading disabilities. Classification schemes investigated include low...
We had three aims in the present study: (1) to examine the dimensionality of various evaluative approaches to scoring writing samples (e.g., quality, productivity, and curriculum based writing [CBM]), (2) to investigate unique language...
Dyslexia is a prominent focus of practitioners, educators, and researchers because of the myriad consequences of failing to read proficiently. The aim of this study was to provide a brief overview of how twin studies can offer insight on...
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...
The purpose of this study was to examine second graders' (n=680) changing spoken nonmainstream American English (NMAE) use in relation to their oral language and reading comprehension achievement. Fall NMAE production was negatively...
This study investigated relations among teacher, parent, and observer behavioral ratings of 3- and 4-year-old children using intraclass correlations and ANOVA. Comparisons within and across children from middle- (N =166; Mean age 54.25...
In the present study we examined the relation between alphabet knowledge fluency (letter names and sounds) and letter writing automaticity, and unique relations of letter writing automaticity and semantic knowledge (i.e., vocabulary) to...
The present study provides a data-driven approach to identifying groups of schools based on the concentration of at-risk students the school serves. The percentage of English language learners, minority students, and students eligible...
This study used a large state-wide database to examine the oral reading fluency development of second and third grade students with emotional disturbance or learning disabilities and their general education peers. Oral reading fluency...
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...
In this article, the authors examined the spelling performance of 430 kindergarteners, which included a high risk sample, to determine the relations between end of kindergarten reading and spelling in a high quality language arts setting...
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...
Reading impairment is more common in males, but the magnitude and origin of this gender difference are debated. In a large-scale study of reading impairment among 491, 103 beginning second-graders, gender differences increased with...
Executive function is a broad construct that encompasses various processes involved in goal-directed behaviour in non-routine situations (Banich, 2009). The present study uses a sample of 560 5- to 16-year-old twin pairs (M = 11.14, SD =...
The goal of the present study was to test three competing hypotheses about the nature of comprehension problems of students who are poor in reading comprehension. Participants in the study were first, second, and third graders, totaling...
Researchers and educators use the term emergent literacy to refer to a broad set of skills and attitudes that serve as foundational skills for acquiring success in later reading and writing; however, models of emergent literacy have...
The relations of phonological, orthographic, and morphological awareness and vocabulary to word reading and spelling were examined for 304 first-grade children who were receiving differentiated instruction in a Response to Intervention ...
Rapid serial naming tasks are frequently used to explain variance in reading skill. However, the construct being measured by rapid naming is yet undetermined. The Phonological Processing theory suggests that rapid naming relates to...
We present two experiments exploring the role of extrinsic memory factors (i.e., factors that are extrinsic to the primary task that is being performed) and intrinsic memory factors (i.e., factors that are intrinsic to the primary task...
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...
Executive function (EF) is a domain general cognitive construct associated with a number of important developmental outcomes. The Behavior Rating Inventory of Executive Function-Preschool version (BRIEF-P) is intended to assess 5...
Professional development to differentiate kindergarten Tier 1 instruction: Can already effective teachers improve student outcomes by differentiating Tier 1 instruction?
Two primary purposes guided this quasi-experimental within-teacher study: (1) to examine changes from baseline through two years of professional development (Individualizing Student Instruction) in kindergarten teachers' differentiation...
The state of Connecticut detained 7, 444 children and youth and committed approximately 270 to the Department of Children and Families for out of home placement in the 2007-2008 calendar year. A significant number of children and youth...
This study examined concurrent and longitudinal relations for the Get Ready to Read! (GRTR) emergent literacy screener. This measure, within a battery of oral language, letter knowledge, decoding, and phonological awareness tests, was...
The Gifted Rating Scales-School Form (GRS-S) has been validated in several countries; however, no study has examined the rater invariance of this measure. The present study built on previous validity studies and examined configural and...
This study examined the dimensionality of morphological knowledge. The performance of 371 seventh- and eighth-graders on seven morphological knowledge tasks was investigated using confirmatory factor analysis. Results suggested that...
The co-occurrence of internalizing and externalizing disorders suggests that they may have common underlying vulnerability factors. Research has shown that negative affect is moderately positively correlated with both internalizing and...
The purpose of this project was to examine group- and individual-level responses by struggling adolescents readers (6(th) - 8(th) grades; N = 155) to three different modalities of the same reading program, Reading Achievement Multi...
A difficulty for developmental researchers is disambiguating children's general maturation from the influence of schooling. In this study, we use a natural experiment to examine the influence of pre-kindergarten and kindergarten...
This study examined whether the type of prompt or the method of passage reading had an effect on the retell performance of 6th-8th graders randomly assigned to one of four retell testing conditions. Both the type of prompt and the use of...
The purpose of the present study was to investigate and rank order by importance the contributions of various cognitive predictors to reading comprehension in third, seventh, and tenth graders. An exploratory factor analysis revealed...
Learning to write the letters of the alphabet is an important part of learning how to write conventionally. In this study, we investigated critical factors in the development of letter-writing skills using exploratory item response...
The goal of the study was to investigate the overlap between developmental language disorder (DLD) and developmental dyslexia, identified through spelling difficulties (SD), in Russian-speaking children. In particular, we studied the...
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...
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...
The purpose of this exploratory study was to examine the relationship between classroom age composition and preschoolers' vocabulary gains over an academic year and also to examine whether these relations were moderated by classroom...
The 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...
Testing the Impact of Child Characteristics × Instruction Interactions on Third Graders' Reading Comprehension by Differentiating Literacy Instruction.
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, ...
Some of the material in is restricted to members of the community. By logging in, you may be able to gain additional access to certain collections or items. If you have questions about access or logging in, please use the form on the Contact Page.
