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Supplemental Intervention Improves Writing of First-Grade Students: Single Case Experimental Design Evaluation
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McKenna, Meaghan; Goldstein, Howard; Soto-Boykin, Xigrid; Cheng, Ke; Troia, Gary A.; Ferron, John – Journal of Educational Research, 2021
The limited research available on writing in Grade 1 led to the development and implementation of an intervention for students who were performing below expectations. Ten students participated in a writing intervention for 11-13 weeks. A multiple baseline design across three units of instruction was focused on (a) paragraph structure, (b) sentence…
Descriptors: Supplementary Education, Writing Improvement, Writing Strategies, Intervention
Supplemental Intervention Improves Writing of First-Grade Students: Single Case Experimental Design Evaluation
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McKenna, Meaghan; Goldstein, Howard; Soto-Boykin, Xigrid; Cheng, Ke; Troia, Gary A.; Ferron, John – Grantee Submission, 2021
The limited research available on writing in Grade 1 led to the development and implementation of an intervention for students who were performing below expectations. Ten students participated in a writing intervention for 11-13 weeks. A multiple baseline design across three units of instruction was focused on (a) paragraph structure, (b) sentence…
Descriptors: Supplementary Education, Writing Improvement, Writing Strategies, Intervention
Feasible Implementation Strategies for Improving Vocabulary Knowledge of High-Risk Preschoolers: Results from a Cluster-Randomized Trial
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Kelley, Elizabeth Spencer; Barker, R. Michael; Peters-Sanders, Lindsey; Madsen, Keri; Seven, Yagmur; Soto, Xigrid; Olsen, Wendy; Hull, Katharine; Goldstein, Howard – Grantee Submission, 2020
Purpose: Many children begin school with limited vocabularies, placing them at a high risk of academic difficulties. The goal of this study was to examine the effects of a vocabulary intervention program, "Story Friends," designed to improve vocabulary knowledge of at-risk preschool children. Method: Twenty-four early-childhood…
Descriptors: Vocabulary Development, Early Childhood Education, Preschool Children, At Risk Students
A Curriculum-Based Measure of Language Comprehension for Preschoolers: Reliability and Validity of the Assessment of Story Comprehension
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Spencer, Trina D.; Goldstein, Howard; Kelley, Elizabeth Spencer; Sherman, Amber; McCune, Luke – Assessment for Effective Intervention, 2017
Despite research demonstrating the importance of language comprehension to later reading abilities, curriculum-based measures to assess language comprehension abilities in preschoolers remain lacking. The Assessment of Story Comprehension (ASC) features brief, child-relevant stories and a series of literal and inferential questions with a focus on…
Descriptors: Curriculum Based Assessment, Preschool Children, Reading Comprehension, Story Reading
A Curriculum-Based Measure of Language Comprehension for Preschoolers: Reliability and Validity of the Assessment of Story Comprehension
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Spencer, Trina D.; Goldstein, Howard; Kelley, Elizabeth Spencer; Sherman, Amber; McCune, Luke – Grantee Submission, 2017
Despite research demonstrating the importance of language comprehension to later reading abilities, curriculum based measures to assess language comprehension abilities in preschoolers remain lacking. The Assessment of Story Comprehension (ASC) features brief, child-relevant stories and a series of literal and inferential questions with a focus on…
Descriptors: Curriculum Based Assessment, Preschool Children, Reading Comprehension, Story Reading
Modeling Alphabet Skills as Instructive Feedback within a Phonological Awareness Intervention
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Olszewski, Arnold; Soto, Xigrid; Goldstein, Howard – Grantee Submission, 2017
Purpose: This study evaluated the efficacy of an instructive feedback strategy for modeling letter names and sounds during presentation of positive feedback within a small group phonological awareness intervention for preschoolers. Method: Two experiments were conducted using multiple baseline designs across children and behaviors. Letter name and…
Descriptors: Teaching Methods, Feedback (Response), Phonological Awareness, Preschool Children