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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.
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...
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...
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...
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...
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 ...
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 componential model of reading: predicting first grade reading performance of culturally diverse students from ecological, psychological, and cognitive factors assessed at kindergarten entry.
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, ...
In this study, we examined the development of beginning writing skills in kindergarten children and the contribution of spelling and handwriting to these writing skills after accounting for early language, literacy, cognitive skills, and...
We had three aims in the present study: (1) to examine the dimensionality of various evaluative approaches to scoring writing samples (e.g., quality, productivity, and curriculum based writing [CBM]), (2) to investigate unique language...
This study examines growth in oral reading fluency across 2nd and 3rd grade for Latino students grouped in 3 English proficiency levels: students receiving English as a second language (ESL) services (n = 2, 182), students exited from ESL...
This 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...
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...
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...
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...
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 purpose of this case study is to describe the challenges one coach faced during the initial implementation of a coaching initiative involving 33 teachers in an urban, high-poverty elementary school. Reading coaches are increasingly...
The purpose of this study was to examine the amount of time spent actively engaged in reading sounds, words, and connected text for students at-risk for reading difficulties in the first formal grade of reading instruction, kindergarten....
The purpose of this study was to investigate the academic responding of students at-risk for reading difficulties in beginning reading instruction. Opportunities for kindergarten students at-risk for reading difficulties to respond...
Recent achievement research suggests that executive function (EF), a set of regulatory processes that control both thought and action necessary for goal-directed behavior, is related to typical and atypical reading performance. This...
The primary focus of this study was to determine the feasibility of teacher implementation of peer-assisted writing strategies (PAWS) in improving the writing outcomes of kindergarten children. Six classrooms were recruited, and 3 were...
Legislation mandates that all children, including children with autism spectrum disorders (ASD) be taught to read in ways that are consistent with reading research, and target the five components of evidence-based reading instruction:...
We examined growth trajectories of writing and the relation of children’s socio-economic status, and language and/or speech impairment to the growth trajectories. First grade children (N = 304) were assessed on their written composition...
We examined the effects of transcription instruction for students in first grade. Students in the lowest 70% of the participating schools were selected for the study. These 81 students were randomly assigned to: (a) spelling instruction, ...
The purpose of this study was to use a mixed methods approach to learn about inadequate response to a year-long multi-tier RTI model that allowed first-grade students to move up and down tiers. Participants were 156 students who received...
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...
The objective of this exploratory investigation was to examine the nature of writing instruction in kindergarten classrooms and to describe student writing outcomes at the end of the school year. Participants for this study included 21...
A longitudinal cluster-randomized controlled study on the accumulating effects of individualized literacy instruction on students' reading from first through third grade.
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...
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...
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...
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...
Purpose: We examined the relations of phonological, morphological, and orthographic awareness and vocabulary to word reading and spelling for first grade children who were receiving differentiated instruction in a Response to...
This study examined dimensions of written composition by using multiple evaluative approaches such as an adapted 6 + 1 trait scoring, syntactic complexity measures, and productivity measures. It further examined unique relations of oral...
The present study examined the components of end of kindergarten writing, using data from 242 kindergartners. Specifically of interest was the importance of spelling, letter writing fluency, reading, and word- and syntax-level oral...
In the present study, we examined the influence of kindergarten component skills on writing outcomes, both concurrently and longitudinally to first grade. Using data from 265 students, we investigated a model of writing development...
Recent achievement research suggests that executive function (EF), a set of regulatory processes that control both thought and action necessary for goal-directed behavior, is related to typical and atypical reading performance. This...
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...
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...
We examined how raters and tasks influence measurement error in writing evaluation and how many raters and tasks are needed to reach a desirable level of .90 and .80 reliabilities for children in Grades 3 and 4. A total of 211 children ...
The primary goal of the present study was to examine the relations of kindergarten transcription, oral language, word reading, and attention skills to writing skills in third grade. Children (N = 157) were assessed on their letter...
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...
For many students at risk for reading difficulties, effective, early reading instruction can improve reading outcomes and set them on a positive reading trajectory. Thus, response-to-intervention models include a focus on a student's...
Predicting kindergartners' end of year spelling ability from their reading, alphabetic, vocabulary, and phonological awareness skills, and prior literacy experiences.
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...
The primary goal of the present study was to examine the relations of kindergarten transcription, oral language, word reading, and attention skills to writing skills in third grade. Children (N = 157) were assessed on their letter...
The present study examined the components of end of kindergarten writing, using data from 242 kindergartners. Specifically of interest was the importance of spelling, letter writing fluency, reading, and word- and syntax-level oral...
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