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Direct linkMaki, Kathrin E.; Ittner, Anne; Pulles, Sandra M.; Burns, Matthew K.; Helman, Lori; McComas, Jennifer J. – Contemporary School Psychology, 2022
Multi-tiered systems of support (MTSS) provide instruction and intervention to all students in schools. However, when many students within a setting demonstrate reading difficulties, there is likely a tier 1 problem which makes it infeasible to implement tier 2 or tier 3 interventions with large numbers of students due to limited resources. The…
Descriptors: Reading Instruction, Reading Difficulties, Elementary School Students, Grade 3
Burns, Matthew K.; Maki, Kathrin E.; Helman, Lori; McComas, Jennifer J.; Young, Helen – Reading & Writing Quarterly, 2018
Phonemic awareness (PA) includes rhyming, phoneme isolation, blending, and segmenting, but the relative importance of each component is unclear, especially for students from high-poverty areas. The current study examined the relationship between components of PA and an early literacy measure among 192 kindergarten students from high-poverty urban…
Descriptors: Phonemic Awareness, Phoneme Grapheme Correspondence, Kindergarten, Young Children
Burns, Matthew K.; Frederick, Amy; Helman, Lori; Pulles, Sandra M.; McComas, Jennifer J.; Aguilar, Lisa – Journal of Educational Research, 2017
Many English language learners (ELLs) experience difficulties with basic English reading due in part to low language proficiency. The authors examined the relationship between English language proficiency and growth during reading interventions for ELLs. A total of 201 second- and third-grade students with a variety of home languages participated.…
Descriptors: English Language Learners, Language Proficiency, Intervention, Reading Instruction
