The present study examines an ecological model for intervention use to explain student vocabulary performance in a multi-tiered intervention setting. A teacher self-report measure composed of factors hypothesized to influence intervention use at multiple levels (i.e., individual, intervention, and system level) was administered to 54 teachers and…

Structured input from both teachers and peers maximizes the opportunities for preschoolers to learn grammatical forms. The purpose of this pilot study was to evaluate the effectiveness of using a teacher and a peer with typical hearing and language skills to model grammatically correct verbal responses to action "wh-" questions…

The purpose of this multiple baseline study across participants was to examine a narrative retell intervention with guided self-monitoring on narrative macrostructure skills in low-income African American young children at risk for language disorders. Three target 4-year-old children in a mixed-age kindergarten class of nine students participated…

This study compared the effects of Tier 2 reading interventions that operated in response-to-intervention contexts. Kindergarten children (N = 90) who were identified as at risk for reading difficulties were stratified by school and randomly assigned to receive (a) Early Reading Intervention (ERI; Pearson/Scott Foresman, 2004) modified in response…

This study compared traditional and multimedia-enhanced read-aloud vocabulary instruction and investigated whether the effects differed for English-language learners (ELLs) and non-English-language learners (non-ELLs). Results indicate that although there was no added benefit of multimedia-enhanced instruction for non-ELLs, there was a positive…

The mean IQ on the Slosson Intelligence Test (SIT) was substantially higher than expected based on the earlier Peabody Picture Vocabulary Test (PPVT) scores. Sampling error and examiner error were excluded as explanations. Results suggest that the PPVT and SIT yield different scores and lack comparability. (Author)

Infant intelligence from birth until the age of two was measured to determine the usefulness of infant intelligence tests. Twenty infants were tested regularly over the two-year period. Results showed neither simplex nor other long-term patterns of interrelationship among the infant intelligence scores obtained. The study concludes that the…

First grade children from two Head Start (HS) groups and one non-Head Start (NHS) group were administered a battery of tests for the purposes of (1) comparing the developmental status of HS and NHS subjects, (2) examing patterns of specific learning disabilities among HS and NHS children, (3) determining the stability coefficients of selected…