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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
Swanson, Elizabeth; Vaughn, Sharon; Wanzek, Jeanne; Petscher, Yaacov; Heckert, Jennifer; Cavanaugh, Christie; Kraft, Guliz; Tackett, Kathryn – Journal of Learning Disabilities, 2011
A synthesis and meta-analysis of the extant research on the effects of storybook read-aloud interventions for children at risk for reading difficulties ages 3 to 8 is provided. A total of 29 studies met criteria for the synthesis, with 18 studies providing sufficient data for inclusion in the meta-analysis. Read-aloud instruction has been examined…
Descriptors: Reading Difficulties, Story Reading, Early Reading, Phonological Awareness
Vaughn, Sharon; Wanzek, Jeanne; Murray, Christy S.; Scammacca, Nancy; Linan-Thompson, Sylvia; Woodruff, Althea L. – Exceptional Children, 2009
This study examined the effects of an intensive reading intervention for students demonstrating minimal response to previous, less intensive intervention. Participants received intervention for 13 to 26 weeks in first grade. In second grade, students were screened and those meeting the benchmark (higher responders) did not received an additional…
Descriptors: Reading Comprehension, Early Intervention, Early Reading, Learning Disabilities
