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Waesche, Jessica S. Brown; Schatschneider, Christopher; Maner, Jon K.; Ahmed, Yusra; Wagner, Richard K. – Journal of Learning Disabilities, 2011
Rates of agreement among alternative definitions of reading disability and their 1- and 2-year stabilities were examined using a new measure of agreement, the affected-status agreement statistic. Participants were 288,114 first through third grade students. Reading measures were "Dynamic Indicators of Basic Early Literacy Skills" Oral…
Descriptors: Reading Fluency, Definitions, Economically Disadvantaged, Low Achievement
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Reynolds, Meree; Wheldall, Kevin; Madelaine, Alison – Australian Journal of Learning Difficulties, 2011
It is now widely acknowledged that early intervention programs should be provided for young students who are experiencing difficulty in learning to read. It is important, therefore, to have efficient ways of identifying students who are most in need of intervention. The aim of this study was to establish preliminary performance benchmarks to…
Descriptors: Early Intervention, Identification, Foreign Countries, Grade 1
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Menting, Barbara; Van Lier, Pol A. C.; Koot, Hans M. – Journal of Child Psychology and Psychiatry, 2011
Background: Children with poorer language skills are more likely to show externalizing behavior problems, as well as to become rejected by their peers. Peer rejection has also been found to affect the development of externalizing behavior. This study explored the role of peer rejection in the link between language skills and the development of…
Descriptors: Behavior Problems, Receptive Language, Kindergarten, Grade 4
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Zipke, Marcy – Reading Psychology, 2011
An experiment examined whether beginning readers can successfully learn to detect and define homonyms, and whether this ability correlates with vocabulary and/or phonological awareness. First graders received ambiguity instruction involving homonyms in isolation, in riddles, and in text. A control group received reading lessons without a…
Descriptors: Beginning Reading, Grade 1, Language Aptitude, Metalinguistics
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Murray, Elizabeth; Harrison, Linda Joan – Educational Psychology, 2011
This study investigated the extent to which learning readiness, prior-to-school experiences, and child and family characteristics influence children's literacy and numeracy achievement across the first year of primary school. A sample of 104 kindergarten children was recruited from 16 classrooms and followed from the beginning to the end of their…
Descriptors: Learning Readiness, Family Characteristics, Academic Achievement, Numeracy
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Talwar, Victoria; Carlson, Stephanie M.; Lee, Kang – Social Development, 2011
Few studies have examined the influence of environmental factors on children's executive functioning (EF) performance. The present study examined the effects of a punitive vs. non-punitive school environment on West African children's EF skills. Tasks included a "cool" (relatively non-affective) and "hot" (relatively…
Descriptors: Delay of Gratification, Verbal Ability, Kindergarten, Grade 1
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Yesil-Dagli, Ummuhan – Early Childhood Research Quarterly, 2011
The precursors of early English reading success have been widely studied for native English-speaking students, and those findings have been generalized to the English language learner (ELL) student population. However, the development of English language acquisition may be different for ELL students. The purpose of this study was to investigate…
Descriptors: Reading Fluency, Phonological Awareness, Kindergarten, Emergent Literacy
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Vernon-Feagans, Lynne; Gallagher, Kathleen; Ginsberg, Marnie C.; Amendum, Steve; Kainz, Kirsten; Rose, Jason; Burchinal, Margaret – Learning Disabilities Research & Practice, 2010
With the advent of "Response to Intervention" there has been emphasis on preventing reading disabilities. This study examined the effectiveness of a classroom teacher Tier II intervention for struggling readers in kindergarten and first grade called the Targeted Reading Intervention. Three rural schools were randomly assigned to…
Descriptors: Reading Difficulties, Rural Schools, Intervention, Kindergarten
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Murray, Christy S.; Woodruff, Althea L.; Vaughn, Sharon – Reading & Writing Quarterly, 2010
First-grade students from 6 Title I schools participated in this study, which used a response to intervention (RTI) framework to examine the retention of 1st-grade students. Researchers examined reading and behavior data from 3 cohorts of students (1 historical control cohort and 2 cohorts receiving tiered reading instruction) and data gathered…
Descriptors: Grade 1, Elementary School Students, At Risk Students, Grade Repetition
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What Works Clearinghouse, 2010
"Read Well"[R] is a reading curriculum for kindergarten and first-grade students whose goal is to increase students' literacy abilities. The program provides instruction in phonemic awareness, phonics, vocabulary, comprehension, and fluency. The What Works Clearinghouse (WWC) reviewed five studies on "Read Well"[R] for English…
Descriptors: Intervention, Reading Achievement, Phonemic Awareness, Second Language Learning
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Maynard, Katrina L.; Pullen, Paige C.; Coyne, Michael D. – Literacy Research and Instruction, 2010
The purpose of this study was to evaluate effectiveness of rich and basic instruction to incidental exposure of target words with first-grade students within the context of repeated shared storybook reading. Participants were 224 first-grade students, randomly assigned to a condition by classroom, from three elementary schools that serve large…
Descriptors: Large Group Instruction, Reading Difficulties, Intervention, Teaching Methods
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Vaughn, Sharon; Wanzek, Jeanne; Murray, Christy S.; Scammacca, Nancy; Linan-Thompson, Sylvia; Woodruff, Althea L. – Exceptional Children, 2009
This study examined the effects of an intensive reading intervention for students demonstrating minimal response to previous, less intensive intervention. Participants received intervention for 13 to 26 weeks in first grade. In second grade, students were screened and those meeting the benchmark (higher responders) did not received an additional…
Descriptors: Reading Comprehension, Early Intervention, Early Reading, Learning Disabilities
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Gottardo, Alexandra; Mueller, Julie – Journal of Educational Psychology, 2009
First-language (L1) and 2nd-language (L2) oral language skills and L2 word reading were used as predictors to test the simple view of reading as a model of 2nd-language reading comprehension. The simple view of reading states that reading comprehension is related to decoding and oral language comprehension skills. One hundred thirty-one…
Descriptors: Reading Comprehension, Structural Equation Models, Oral Language, Phonological Awareness
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Wankoff, Lorain Szabo; Cairns, Helen Smith – Communication Disorders Quarterly, 2009
This study was designed to determine the contributions of metalinguistic skill and psycholinguistic processing ability to children's ability to detect the ambiguity of sentences and the relationship among all three factors to early reading ability. A total of 20 first graders and 20 second graders were given tasks testing the following abilities:…
Descriptors: Reading Comprehension, Reading Difficulties, Sentences, Reading Readiness
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Ladd, Gary W.; Dinella, Lisa M. – Journal of Educational Psychology, 2009
Premises about the effects of early engagement on achievement were investigated with 383 children who were followed from ages 5.5 to 13.5. Change and continuity in behavioral (cooperative-resistant classroom participation) and emotional (school liking-avoidance) engagement were assessed during Grades 1-3 and were examined within variable- and…
Descriptors: Academic Achievement, Student Participation, Elementary School Students, Foreign Countries
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