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Direct linkTracy Johnson – ProQuest LLC, 2021
Learning to decode is critically important to the process of becoming literate. As such, a thorough understanding of decoding development is critical as well. Extant theories contribute to such an understanding but do not provide a complete description of decoding development; a different theory is needed to address limitations in the extant…
Descriptors: Early Reading, Word Recognition, Problem Solving, Grade 1
Paisner-Roffman, Heidi – ProQuest LLC, 2018
Changes in policy and practice that originated with the 2004 Reauthorization of the Individuals with Disabilities Education Act ([IDEA], US Department of Education) created systems that exposed students to earlier and more consistent research-based intervention (Fuchs & Vaughn, 2012) thereby reducing the rate and increasing the mean age of…
Descriptors: Reading Instruction, Reading Difficulties, Case Studies, Comparative Analysis
Tracey, Iline P. – ProQuest LLC, 2009
This research explored the relationship of the Reading First Initiative (RFI) in terms of its impact on students' early reading development K-3 and teachers' delivery of instruction. Extant test data were used to establish quantitative data. Direct observation utilizing a checklist consisting of five categories--management, environment, setting…
Descriptors: Early Reading, Academic Achievement, Phonemic Awareness, Program Effectiveness
Knuth, Sean B. – ProQuest LLC, 2011
A significant body of research exists on the development of early literacy skills and their relationship to the development of literacy as a whole. Phonological awareness, orthographic processing, rapid automatized naming, phonological memory, and receptive vocabulary have all been shown to be predictive of early reading outcome measures. What is…
Descriptors: Reading Comprehension, Reading Difficulties, Early Reading, Reading Achievement
Hollinger, Jamie L. – ProQuest LLC, 2009
The purpose of this correlational study was twofold: to examine the relationship of students' reading performance on six different diagnostic reading assessments and the third grade Ohio Reading Achievement Test; and to assist educators in choosing the diagnostic assessments that best identify students at risk of failing the third grade Ohio…
Descriptors: Early Reading, Reading Achievement, At Risk Students, Diagnostic Tests
Caywood-Rukas, Debra – ProQuest LLC, 2009
The purpose of this study is to determine the predictive validity of early literacy curriculum-based measurement on high-stakes reading tests administered in grades 3, 4 and 5. This study will examine curriculum-based measurement subtests kindergarten Dynamic Indicators of Early Literacy Skills (DIBELS) Letter-Naming Fluency (LNF) and 1st grade…
Descriptors: Curriculum Based Assessment, Reading Fluency, Early Reading, Grades (Scholastic)
