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Direct linkJennifer P. Cheatham; Jill H. Allor; J. Kyle Roberts – Learning Disability Quarterly, 2014
This study examined the impact of independent practice of multiple-criteria text that targeted high-frequency words, decodability, and meaningfulness. Second-grade students, including at-risk students, were randomly assigned within classroom to a treatment group that read multiple-criteria text ("n" = 34), or contrast group that read…
Descriptors: Grade 2, Elementary School Students, Reading Skills, Drills (Practice)
Boscardin, Christy Kim; Muthen, Bengt; Francis, David J.; Baker, Eva L. – Journal of Educational Psychology, 2008
Serious conceptual and procedural problems associated with current diagnostic methods call for alternative approaches to assessing and diagnosing students with reading problems. This study presents a new analytic model to improve the classification and prediction of children's reading development. Growth mixture modeling was used to identify the…
Descriptors: Reading Difficulties, Phonological Awareness, Identification, Word Recognition
Foorman, Barbara R.; York, Mary; Santi, Kristi L.; Francis, David – Reading and Writing: An Interdisciplinary Journal, 2008
This study utilized early reading assessment data from a randomized trial of 210 urban and rural schools in Texas to examine contextual effects on risk prediction in first and second grade. The primary objective was to examine the roles of (a) individual differences, (b) the grade 1 classroom, and (c) the pairing of first and second grade teachers…
Descriptors: Urban Schools, Reading Difficulties, Rural Schools, Mentors
