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Direct linkAl Otaiba, Stephanie; Allor, Jill; Baker, Kristi; Conner, Carlin; Stewart, Jennifer; Mellado de la Cruz, Veronica – Grantee Submission, 2019
For the purpose of this article within this special issue on Structured Literacy™, we were asked to address the code-focused skills of phonemic awareness and word reading. Findings from research studies converge to show that explicit and systematic instruction helps most students understand how speech sounds, or phonemes, map to letters and…
Descriptors: Phonemic Awareness, Reading Skills, Word Recognition, Teaching Methods
Wanzek, Jeanne; Al Otaiba, Stephanie; McMaster, Kristen L. – Guilford Press, 2019
Packed with easy-to-use tools and resources, this book presents intensive intervention strategies for K-5 students with severe and persistent reading difficulties. Filling a key need, the authors describe specific ways to further intensify instruction when students continue to struggle. Chapters address all the fundamental components of…
Descriptors: Intervention, Reading Instruction, Teaching Methods, Student Needs
Lemons, Christopher J.; King, Seth A.; Davidson, Kimberly A.; Puranik, Cynthia S.; Al Otaiba, Stephanie; Fulmer, Deborah; Mrachko, Alicia A.; Partanen, Jane; Fidler, Deborah J. – Focus on Autism and Other Developmental Disabilities, 2017
The aim of this project was to develop an early reading intervention for children with Down syndrome based on the related behavioral phenotype. The intervention targeted learning of letter-sound correspondences, reading of decodable and high frequency words, and phonological awareness. We evaluated the feasibility and potential efficacy of the…
Descriptors: Early Intervention, Reading Programs, Down Syndrome, Phoneme Grapheme Correspondence
Elementary Grade Intervention Approaches to Treat Specific Learning Disabilities, Including Dyslexia
Al Otaiba, Stephanie; Rouse, Amy Gillespie; Baker, Kristi – Language, Speech, and Hearing Services in Schools, 2018
Purpose: The purpose of this narrative review of the literature is to provide a description of intensive interventions for elementary grade students with dyslexia, students with learning disabilities, and students with intensive reading and writing needs. Method: First, we provide a brief overview of response to intervention. Second, we explain…
Descriptors: Elementary School Students, Intervention, Learning Disabilities, Dyslexia
Whalon, Kelly J.; Al Otaiba, Stephanie; Delano, Monica E. – Focus on Autism and Other Developmental Disabilities, 2009
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: phonemic awareness, phonics, reading fluency, vocabulary, and comprehension strategies. This review synthesized…
Descriptors: Reading Comprehension, Reading Research, Reading Fluency, Autism
Al Otaiba, Stephanie; Connor, Carol; Lane, Holly; Kosanovich, Marcia L.; Schatschneider, Chris; Dyrlund, Allison K.; Miller, Melissa S.; Wright, Tyran L. – Journal of School Psychology, 2008
This study investigated the role of the amount, content, and implementation of reading instruction provided by 17 kindergarten teachers in eight "Reading First" elementary schools as it related to students' progress (n = 286 students) on early reading assessments of phonological awareness and letter naming-decoding fluency. Children's…
Descriptors: Phonics, Beginning Reading, Phonological Awareness, Kindergarten
Peer reviewedFuchs, Douglas; Fuchs, Lynn S.; Thompson, Anneke; Al Otaiba, Stephanie; Yen, Loulee; Yang, Nancy J.; Braun, Mary; O'Connor, Rollanda E. – Exceptional Children, 2002
A study explored the effectiveness and feasibility of phonological awareness (PA) training with and without beginning decoding components for 25 kindergartners with disabilities in inclusive schools. Students with special needs participating in PA with beginning decoding instruction did better than those just receiving PA and controls. (Contains…
Descriptors: Beginning Reading, Decoding (Reading), Disabilities, Elementary Education
