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Albritton, Kizzy; Patton Terry, Nicole; Truscott, Stephen D. – Reading & Writing Quarterly, 2018
Although a growing body of literature indicates that high-quality preschool and/or prekindergarten programs can improve child outcomes, research evidence suggests that some children may continue to exhibit academic difficulties. While there appears to be overwhelming evidence supporting the effectiveness of performance feedback for improving…
Descriptors: Performance Factors, Feedback (Response), Teacher Evaluation, Preschool Teachers
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Lee, Julia Ai Cheng; Al Otaiba, Stephanie – Reading & Writing Quarterly, 2017
In this study, we examined the spelling performance of 430 kindergartners, which included a high-risk sample, to determine the relations between end-of-kindergarten reading and spelling in a high-quality language arts setting. We described, analyzed, and compared spelling outcomes, including spelling errors, between good and poor readers. The…
Descriptors: Kindergarten, Spelling, Error Analysis (Language), Beginning Reading
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Al Otaiba, Stephanie; Folsom, Jessica S.; Wanzek, Jeanne; Greulich, Luana; Waesche, Jessica; Schatschneider, Christopher; Connor, Carol M. – Reading & Writing Quarterly, 2016
Two primary purposes guided this quasi-experimental within-teacher study: (a) to examine changes from baseline through 2 years of professional development (Individualizing Student Instruction) in kindergarten teachers' differentiation of Tier 1 literacy instruction; and (b) to examine changes in reading and vocabulary of 3 cohorts of the teachers'…
Descriptors: Teacher Effectiveness, Outcomes of Education, Professional Development, Student Improvement
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Sinatra, Richard; Zygouris-Coe, Vicky; Dasinger, Sheryl B. – Reading & Writing Quarterly, 2012
This article discusses why early and sustained vocabulary development is important for listening and reading comprehension development and presents findings from 8 studies implemented with children of mostly low socioeconomic status in settings from day care to first grade. Program interventions were based on learning new vocabulary developed out…
Descriptors: Reading Comprehension, Reading Aloud to Others, Vocabulary Development, Grade 1
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Reschly, Amy L. – Reading & Writing Quarterly, 2010
This article argues that reading interventions are a key dropout prevention strategy. A review of the literature connects reading skills and interventions with events such as grade retention, placement in special education, and high school dropout. In general, data indicate that intensive early interventions positively affect students' reading…
Descriptors: Reading, Early Intervention, Graduation, High Schools
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Yaden, David B.; Tardibuono, Joan M. – Reading and Writing Quarterly, 2004
This article reports on a study using Piagetian clinical methodology to examine the early writing development of 56, urban, Spanish-speaking preschoolers in a metropolitan area of the United States. In addition, the article draws upon findings by the Expert Study (Flippo, 1998) to underscore the types of instructional environments that have proven…
Descriptors: Foreign Countries, Urban Areas, Hispanic American Students, Metropolitan Areas
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Yaden, David B.; Tardibuono, Joan M. – Reading and Writing Quarterly, 2004
This article reports on a study using Piagetian clinical methodology to examine the early writing development of 56, urban, Spanish-speaking preschoolers in a metropolitan area of the United States. In addition, the article draws upon findings by the Expert Study (Flippo, 1998) to underscore the types of instructional environments that have proven…
Descriptors: Preschool Children, Writing (Composition), Hispanic Americans, Metropolitan Areas