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A Quasiexperimental Evaluation of Two Versions of First-Grade PALS: One with and One without Repeated Reading
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Fuchs, Douglas; Cho, Eunsoo; Toste, Jessica R.; Fuchs, Lynn S.; Gilbert, Jennifer K.; McMaster, Kristen L.; Svenson, Ebba; Thompson, Anneke – Exceptional Children, 2021
We attempted to strengthen an evidence-based, peer-mediated, first-grade reading program (First Grade Peer-Assisted Learning Strategies [PALS]) by modestly revising its content and adding a repeated-reading (RR) component. In a cluster-randomized trial, we conducted a component analysis of the revised program by creating two versions of it.…
Descriptors: Peer Teaching, Reading Programs, Reading Instruction, Reading Strategies
Development of First-Graders' Word Reading Skills: For Whom Can Dynamic Assessment Tell Us More?
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Cho, Eunsoo; Compton, Donald L.; Gilbert, Jennifer K.; Steacy, Laura M.; Collins, Alyson A.; Lindström, Esther R. – Journal of Learning Disabilities, 2017
Dynamic assessment (DA) of word reading measures learning potential for early reading development by documenting the amount of assistance needed to learn how to read words with unfamiliar orthography. We examined the additive value of DA for predicting first-grade decoding and word recognition development while controlling for autoregressive…
Descriptors: Grade 1, Reading Skills, Word Recognition, Decoding (Reading)