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Critical Issues in the Understanding of Young Elementary School Students at Risk for Problems in Written Expression: Introduction to the Special Series
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Coker, David L.; Kim, Young-Suk Grace – Journal of Learning Disabilities, 2018
In this introduction to the special series "Critical Issues in the Understanding of Young Elementary School Students at Risk for Problems in Written Expression," we consider some of the contextual factors that have changed since a similar special issue was published in the "Journal of Learning Disabilities" in 2002. We also…
Descriptors: Elementary School Students, At Risk Students, Writing Skills, Writing Difficulties
The Impact of Transcription Writing Interventions for First-Grade Students
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Wanzek, Jeanne; Gatlin, Brandy; Al Otaiba, Stephanie; Kim, Young-Suk Grace – Reading & Writing Quarterly, 2017
We examined the effects of transcription instruction for students in 1st grade. We selected students in the lowest 70% of the participating schools for the study. We randomly assigned these 81 students to (a) spelling instruction, (b) handwriting instruction, (c) combination spelling and handwriting instruction, or (d) no intervention.…
Descriptors: Grade 1, Writing Instruction, Intervention, Spelling
Examining the Efficacy of Targeted Component Interventions on Language and Literacy for Third and Fourth Graders Who Are at Risk of Comprehension Difficulties
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Connor, Carol McDonald; Phillips, Beth M.; Kim, Young-Suk Grace; Lonigan, Christopher J.; Kaschak, Michael P.; Crowe, Elizabeth; Dombek, Jennifer; Al Otaiba, Stephanie – Scientific Studies of Reading, 2018
Testing a component model of reading comprehension in a randomized controlled trial, we evaluated the efficacy of 4 interventions that were designed to target components of language and metacognition that predict children's reading comprehension: vocabulary, listening comprehension, comprehension of literate language, academic knowledge, and…
Descriptors: Reading Comprehension, Intervention, Elementary School Students, Metacognition
Examining the Efficacy of Targeted Component Interventions on Language and Literacy for Third and Fourth Graders Who Are at Risk of Comprehension Difficulties
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Connor, Carol McDonald; Phillips, Beth M.; Kim, Young-Suk Grace; Lonigan, Christopher J.; Kaschak, Michael P.; Crowe, Elizabeth; Dombek, Jennifer; Al Otaiba, Stephanie – Grantee Submission, 2018
Testing a component model of reading comprehension in a randomized controlled trial, we evaluated the efficacy of 4 interventions that were designed to target components of language and metacognition that predict children's reading comprehension: vocabulary, listening comprehension, comprehension of literate language, academic knowledge, and…
Descriptors: Reading Comprehension, Intervention, Elementary School Students, Metacognition
Cross-Language Transfer of Reading Skills: An Empirical Investigation of Bidirectionality and the Influence of Instructional Environments
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Kim, Young-Suk Grace; Piper, Benjamin – Reading and Writing: An Interdisciplinary Journal, 2019
The linguistic interdependence hypothesis (Cummins, 1979, 2000) states that children's second-language (L2) proficiency is, to some extent, a function of their first-language (L1) competence. Previous studies have examined this hypothesis with focus on a unidirectional relation from L1 to L2. In the present study, we examined…
Descriptors: Transfer of Training, Reading Skills, Longitudinal Studies, African Languages
Cross-Language Transfer of Reading Skills: An Empirical Investigation of Bidirectionality and the Influence of Instructional Environments
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Kim, Young-Suk Grace; Piper, Benjamin – Grantee Submission, 2019
The linguistic interdependence hypothesis (Cummins, 1979, 2000) states that children's second-language (L2) proficiency is, to some extent, a function of their first-language (L1) competence. Previous studies have examined this hypothesis with focus on a unidirectional relation from L1 to L2. In the present study, we examined…
Descriptors: Transfer of Training, Reading Skills, Second Language Learning, Native Language