Pages that link to "Q63170483"

The following pages link to Stephanie Al Otaiba (Q63170483):

Displaying 49 items.

• Preparing beginning reading teachers: An experimental comparison of initial early literacy field experiences (Q30224818) (← links)
• Effectiveness of Early Phonological Awareness Interventions for Students with Speech or Language Impairments (Q33585411) (← links)
• Evidence-Based Reading Instruction for Individuals with Autism Spectrum Disorders (Q33596940) (← links)
• An Examination of Kindergarten Oral Language for African American Students: Are There Meaningful Differences in Comparison to Peers? (Q33602327) (← links)
• The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners (Q33813535) (← links)
• Assessment Data-Informed Guidance to Individualize Kindergarten Reading Instruction: Findings from a Cluster-Randomized Control Field Trial (Q33982835) (← links)
• Modeling Oral Reading Fluency Development in Latino Students: A Longitudinal Study Across Second and Third Grade (Q34044138) (← links)
• Writing fluency and quality in kindergarten and first grade: The role of attention, reading, transcription, and oral language (Q34047357) (← links)
• Early Literacy Instruction and Intervention (Q34158207) (← links)
• Home Literacy Environments of Young Children with Down Syndrome: Findings from a Web-based Survey (Q34217867) (← links)
• Long Term Effects of First Grade Multi-Tier Intervention (Q34392472) (← links)
• The Relationship of Print Reading in Tier I Instruction and Reading Achievement for Kindergarten Students At-Risk for Reading Difficulties (Q34407013) (← links)
• Understanding Inadequate Response to First Grade Multi-Tier Intervention: Nomothetic and Idiographic Perspectives (Q34554711) (← links)
• "Waiting to Fail" Redux: Understanding Inadequate Response to Intervention (Q34554718) (← links)
• To Wait in Tier 1 or Intervene Immediately: A Randomized Experiment Examining First Grade Response to Intervention (RTI) in Reading (Q34722850) (← links)
• Identifying and Intervening with Beginning Readers Who Are At-Risk for Dyslexia: Advances in Individualized Classroom Instruction (Q34976778) (← links)
• Teaching Word Identification to Students with Reading Difficulties and Disabilities (Q34987631) (← links)
• Kindergarten Predictors of Third Grade Writing (Q35020909) (← links)
• Socioeconomic and gender group differences in early literacy skills: a multiple-group confirmatory factor analysis approach (Q35146954) (← links)
• Towards an understanding of dimensions, predictors, and gender gap in written composition (Q35551592) (← links)
• Componential skills of beginning writing: An exploratory study (Q35682328) (← links)
• Development of oral reading fluency in children with speech or language impairments: a growth curve analysis (Q35757806) (← links)
• Developmental trajectories of writing skills in first grade: Examining the effects of SES and language and/or speech impairments (Q35811515) (← links)
• The componential model of reading: predicting first grade reading performance of culturally diverse students from ecological, psychological, and cognitive factors assessed at kindergarten entry (Q35894843) (← links)
• Relations among student attention behaviors, teacher practices, and beginning word reading skill (Q35894875) (← links)
• Amount of Time in Print Reading in General Education Kindergarten Classrooms: What Does It Look Like for Students At-risk for Reading Difficulties? (Q36329582) (← links)
• A longitudinal cluster-randomized controlled study on the accumulating effects of individualized literacy instruction on students' reading from first through third grade (Q36533751) (← links)
• Response to Intervention (Q36570853) (← links)
• THE CHALLENGING ROLE OF A READING COACH, A CAUTIONARY TALE. (Q36946142) (← links)
• Professional development to differentiate kindergarten Tier 1 instruction: Can already effective teachers improve student outcomes by differentiating Tier 1 instruction? (Q37025391) (← links)
• Advanced Reading Comprehension Expectations in Secondary School: Considerations for Students with Emotional or Behavior Disorders (Q37077803) (← links)
• Language, literacy, attentional behaviors, and instructional quality predictors of written composition for first graders (Q37187417) (← links)
• The relation of linguistic awareness and vocabulary to word reading and spelling for first-grade students participating in response to intervention (Q37367799) (← links)
• Oral Reading Fluency Development for Children with Emotional Disturbance or Learning Disabilities (Q37582121) (← links)
• Exploring the Amount and Type of Writing Instruction during Language Arts Instruction in Kindergarten Classrooms (Q37599030) (← links)
• Academic Responding During Instruction and Reading Outcomes for Kindergarten Students At-risk for Reading Difficulties (Q37653069) (← links)
• Evaluating the dimensionality of first-grade written composition (Q37679153) (← links)
• End-of-Kindergarten Spelling Outcomes: How Can Spelling Error Analysis Data Inform Beginning Reading Instruction? (Q38679950) (← links)
• Theorization and an Empirical Investigation of the Component-Based and Developmental Text Writing Fluency Construct (Q38734727) (← links)
• Improving Professional Development to Enhance Reading Outcomes for Students in Special Education (Q39127362) (← links)
• Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten through Fourth Grade (Q43208622) (← links)
• The Impact of Transcription Writing Interventions for First-Grade Students. (Q46022405) (← links)
• Writing Evaluation: Rater and Task Effects on the Reliability of Writing Scores for Children in Grades 3 and 4. (Q46175105) (← links)
• Inaugural Editorial (Q49718833) (← links)
• Personalized reading intervention for children with Down syndrome (Q50076929) (← links)
• Vocabulary development and intervention for English learners in the early grades (Q50660860) (← links)
• Reading First kindergarten classroom instruction and students' growth in phonological awareness and letter naming-decoding fluency (Q51944703) (← links)
• Who are the young children for whom best practices in reading are ineffective? An experimental and longitudinal study (Q51979058) (← links)
• Inhibition, Updating Working Memory, and Shifting Predict Reading Disability Symptoms in a Hybrid Model: Project KIDS. (Q53409138) (← links)