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Direct linkBedore, Lisa M.; Peña, Elizabeth D.; Collins, Penelope; Fiestas, Christine; Lugo-Neris, Mirza; Barquin, Elisa – Child Language Teaching and Therapy, 2023
Purpose: There are well-established links between oral language and reading development in monolingual English-speaking children that are associated with literacy outcomes. Oral language, defined relative to lexical quality, provides key support for developing early reading skills. For bilingual children, the connection between oral language and…
Descriptors: Elementary School Students, Grade 1, Bilingual Students, Literacy
Solari, Emily J.; Denton, Carolyn A.; Petscher, Yaacov; Haring, Christa – Journal of Research on Educational Effectiveness, 2018
This study investigates the effects and feasibility of an intervention for first-grade students at risk for reading difficulties or disabilities (RD). The intervention was provided by general education classroom teachers and consisted of 15 min whole-class comprehension lessons (Tier 1) and 30 min Tier 2 intervention sessions in word reading,…
Descriptors: Intervention, Feasibility Studies, Program Implementation, Word Study Skills
Ritter, Michaela J.; Saxon, Terrill F. – Communication Disorders Quarterly, 2011
The purpose of this study was to assess the effectiveness of classroom-based phonological sensitivity intervention (PSI) using a narrative platform for children in first grade who are at risk for a reading disability. Participants consisted of 59 first graders identified as at risk for later reading impairments. At-risk designation was dictated by…
Descriptors: Experimental Groups, Control Groups, Reading Difficulties, Intervention
Nelson, Jason M. – Assessment for Effective Intervention, 2009
This study investigated the psychometric properties of the kindergarten Texas Primary Reading Inventory (TPRI; Texas Education Agency and the University of Texas System, 2004-2006) Mid-Year screeners with a sample of 180 students. The TPRI screeners were designed to determine which students are not at risk for later reading failure. Results…
Descriptors: Early Reading, Reading Failure, Test Validity, Predictive Validity
Hagan-Burke, Shanna; Kwok, Oi-man; Zou, Yuanyuan; Johnson, Caitlin; Simmons, Deborah; Coyne, Michael D. – Journal of Special Education, 2011
This study examined the influences of problem behaviors on kindergarten reading outcomes and investigated the extent to which explicit, code-based reading instruction moderated those relations among 206 children identified as being at risk of reading difficulty. Children from the classrooms of 57 kindergarten teachers in 12 schools were randomly…
Descriptors: Intervention, Early Reading, Phonemics, Alphabets
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
