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Direct linkWerfel, Krystal L.; Al Otaiba, Stephanie; Kim, Young-Suk; Wanzek, Jeanne – Remedial and Special Education, 2021
The purpose of this study was (a) to compare the single-word spelling performance of first graders across four groups that varied by speech and language status; and (b) to determine the linguistic predictors of first-grade spelling for children with speech and/or language impairment compared to children with typical development. First-grade…
Descriptors: Spelling, Predictor Variables, Grade 1, Elementary School Students
Gatlin, Brandy; Wanzek, Jeanne; Al Otaiba, Stephanie – Reading & Writing Quarterly, 2016
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,…
Descriptors: Oral Language, Language Skills, Kindergarten, African American Students
Kim, Young-Suk; Apel, Kenn; Al Otaiba, Stephanie – Language, Speech, and Hearing Services in Schools, 2013
Purpose: 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 (RtI) model of instruction. Method: First-grade children were assessed on their phonological,…
Descriptors: Elementary School Students, Grade 1, Response to Intervention, Vocabulary
Kim, Young-Suk; Puranik, Cynthia; Al Otaiba, Stephanie – Grantee Submission, 2015
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 in the fall, winter, and spring, and their vocabulary and literacy skills in the fall. Children's SES had a…
Descriptors: Socioeconomic Status, Language Impairments, Speech Impairments, Child Development
Greulich, Luana; Al Otaiba, Stephanie; Schatschneider, Christopher; Wanzek, Jeanne; Ortiz, Miriam; Wagner, Richard K. – Learning Disability Quarterly, 2014
The purpose of this study was to use a mixed methods approach to learn about inadequate response to a year-long multi-tier response to intervention (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…
Descriptors: Response to Intervention, Elementary School Students, Mixed Methods Research, Regression (Statistics)
Kim, Young-Suk; Puranik, Cynthia; Al Otaiba, Stephanie – Elementary School Journal, 2015
We examined growth trajectories of writing and the relation of children's socioeconomic status and language and/or speech impairment to the growth trajectories. First-grade children (N = 304) were assessed on their written composition in the fall, winter, and spring, and their vocabulary and literacy skills in the fall. Children's SES had a…
Descriptors: Socioeconomic Status, Language Impairments, Speech Impairments, Child Development
Allor, Jill H.; Mathes, Patricia G.; Roberts, J. Kyle; Cheatham, Jennifer P.; Al Otaiba, Stephanie – Exceptional Children, 2014
This longitudinal randomized-control trial investigated the effectiveness of scientifically based reading instruction for students with IQs ranging from 40 to 80, including students with intellectual disability (ID). Students were randomly assigned into treatment (n = 76) and contrast (n = 65) groups. Students in the treatment group received…
Descriptors: Reading Instruction, Instructional Effectiveness, Intelligence Quotient, Intelligence Differences
