Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 2 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Author
| Al Otaiba, Stephanie | 3 |
| Kent, Shawn C. | 2 |
| Wanzek, Jeanne | 2 |
| Connor, Carol M. | 1 |
| Folsom, Jessica S. | 1 |
| Greulich, Luana | 1 |
| Ortiz, Miriam | 1 |
| Thomas-Tate, Shurita | 1 |
Publication Type
| Reports - Research | 3 |
| Journal Articles | 2 |
Education Level
| Elementary Education | 2 |
| Grade 4 | 2 |
| Intermediate Grades | 2 |
| Early Childhood Education | 1 |
| Elementary Secondary Education | 1 |
| Grade 1 | 1 |
| Kindergarten | 1 |
Audience
Location
| Florida | 3 |
| Texas | 2 |
Laws, Policies, & Programs
Assessments and Surveys
| Dynamic Indicators of Basic… | 3 |
| Gates MacGinitie Reading Tests | 2 |
| Woodcock Johnson Psycho… | 2 |
| Stanford Achievement Tests | 1 |
What Works Clearinghouse Rating
Peer reviewed
Download full text
Direct linkKent, Shawn C.; Wanzek, Jeanne; Al Otaiba, Stephanie – Grantee Submission, 2017
The present study examined the amount, type, and quality of Tier 1 and supplemental reading instruction provided to fourth-grade struggling readers and whether specific elements of instruction predicted growth in reading skills. 110 students identified as having reading difficulty, receiving school-based reading instruction in 22 classrooms…
Descriptors: Reading Difficulties, Grade 4, Elementary School Students, Reading Instruction
Kent, Shawn C.; Wanzek, Jeanne; Al Otaiba, Stephanie – Reading & Writing Quarterly, 2017
The present study examined the amount, type, and quality of Tier 1 and supplemental reading instruction provided to 4th-grade struggling readers and whether specific elements of instruction predicted growth in reading skills. In all, 110 students identified as having reading difficulty who were receiving school-based reading instruction in 22…
Descriptors: Reading Difficulties, Grade 4, Elementary School Students, Reading Instruction
Ortiz, Miriam; Folsom, Jessica S.; Al Otaiba, Stephanie; Greulich, Luana; Thomas-Tate, Shurita; Connor, Carol M. – Journal of Learning Disabilities, 2012
This study, framed by the component model of reading (CMR), examined the relative importance of kindergarten-entry predictors of first grade reading performance. Specifically, elements within the ecological domain included dialect, maternal education, amount of preschool, and home literacy; elements within the psychological domain included…
Descriptors: Reading Difficulties, Recognition (Achievement), Reading Achievement, Program Effectiveness
