Lista de obras - Stephanie Al Otaiba - Dominio Público Uruguay

"Waiting to Fail" Redux: Understanding Inadequate Response to Intervention

artículo científico publicado en 2014

A Longitudinal Cluster-Randomized Controlled Study on the Accumulating Effects of Individualized Literacy Instruction on Students’ Reading From First Through Third Grade ⬇️

artículo científico publicado el 19 de junio de 2013

Academic Responding During Instruction and Reading Outcomes for Kindergarten Students At-risk for Reading Difficulties

artículo científico publicado en 2014

Advanced Reading Comprehension Expectations in Secondary School: Considerations for Students with Emotional or Behavior Disorders

scientific article published on 24 September 2015

An Examination of Kindergarten Oral Language for African American Students: Are There Meaningful Differences in Comparison to Peers?

artículo científico publicado en 2015

Assessment Data-Informed Guidance to Individualize Kindergarten Reading Instruction: Findings from a Cluster-Randomized Control Field Trial

artículo científico publicado en 2011

Componential skills of beginning writing: An exploratory study

artículo científico publicado en 2011

Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten through Fourth Grade

artículo científico publicado en 2014

Development of oral reading fluency in children with speech or language impairments: a growth curve analysis

artículo científico publicado en 2008

Developmental trajectories of writing skills in first grade: Examining the effects of SES and language and/or speech impairments

artículo científico publicado en 2015

Early Literacy Instruction and Intervention

artículo científico publicado en 2008

Effectiveness of Early Phonological Awareness Interventions for Students with Speech or Language Impairments

artículo científico publicado en 2009

End-of-Kindergarten Spelling Outcomes: How Can Spelling Error Analysis Data Inform Beginning Reading Instruction?

artículo científico

Evaluating the dimensionality of first-grade written composition

scientific article published on February 2014

Evidence-Based Reading Instruction for Individuals with Autism Spectrum Disorders

artículo científico publicado en 2009

Exploring the Amount and Type of Writing Instruction during Language Arts Instruction in Kindergarten Classrooms

artículo científico publicado en 2014

Home Literacy Environments of Young Children with Down Syndrome: Findings from a Web-based Survey

artículo científico publicado en 2009

Identifying and Intervening with Beginning Readers Who Are At-Risk for Dyslexia: Advances in Individualized Classroom Instruction

artículo científico publicado en 2009

Improving Professional Development to Enhance Reading Outcomes for Students in Special Education

artículo científico publicado en 2016

Inaugural Editorial

artículo científico publicado en 2018

Inhibition, Updating Working Memory, and Shifting Predict Reading Disability Symptoms in a Hybrid Model: Project KIDS.

artículo científico publicado en 2018

Kindergarten Predictors of Third Grade Writing

artículo científico publicado en 2015

Language, literacy, attentional behaviors, and instructional quality predictors of written composition for first graders ⬇️

artículo científico publicado el 1 de julio de 2013

Long Term Effects of First Grade Multi-Tier Intervention

artículo científico publicado en 2014

Modeling Oral Reading Fluency Development in Latino Students: A Longitudinal Study Across Second and Third Grade

artículo científico publicado en 2009

Oral Reading Fluency Development for Children with Emotional Disturbance or Learning Disabilities

artículo científico publicado en 2013

Personalized reading intervention for children with Down syndrome

artículo científico publicado en 2017

Preparing beginning reading teachers: An experimental comparison of initial early literacy field experiences ⬇️

artículo científico publicado el 1 de enero de 2012

Print Reading in General Education Kindergarten Classrooms: What Does It Look Like for Students At‐risk for Reading Difficulties? ⬇️

artículo científico publicado el 1 de mayo de 2012

Professional development to differentiate kindergarten Tier 1 instruction: Can already effective teachers improve student outcomes by differentiating Tier 1 instruction?

artículo científico publicado en 2015

Reading First kindergarten classroom instruction and students' growth in phonological awareness and letter naming-decoding fluency

artículo científico publicado en 2007

Relations among student attention behaviors, teacher practices, and beginning word reading skill

artículo científico publicado en 2011

Response to Intervention

artículo científico publicado en 2015

Socioeconomic and gender group differences in early literacy skills: a multiple-group confirmatory factor analysis approach

artículo científico publicado en 2015

THE CHALLENGING ROLE OF A READING COACH, A CAUTIONARY TALE.

artículo científico publicado en 2008

Teaching Word Identification to Students with Reading Difficulties and Disabilities

artículo científico publicado en 2011

The Impact of Transcription Writing Interventions for First-Grade Students.

artículo científico publicado en 2016

The Relation of Linguistic Awareness and Vocabulary to Word Reading and Spelling for First-Grade Students Participating in Response to Intervention ⬇️

artículo científico publicado el 5 de julio de 2013

The Relationship of Print Reading in Tier I Instruction and Reading Achievement for Kindergarten Students At-Risk for Reading Difficulties

artículo científico publicado en 2014

The componential model of reading: predicting first grade reading performance of culturally diverse students from ecological, psychological, and cognitive factors assessed at kindergarten entry

artículo científico publicado en 2012

The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners

artículo científico publicado en 2014

Theorization and an Empirical Investigation of the Component-Based and Developmental Text Writing Fluency Construct

artículo científico publicado en 2017

To Wait in Tier 1 or Intervene Immediately: A Randomized Experiment Examining First Grade Response to Intervention (RTI) in Reading

artículo científico publicado en 2014

Towards an understanding of dimensions, predictors, and gender gap in written composition

artículo científico publicado en 2015

Understanding Inadequate Response to First Grade Multi-Tier Intervention: Nomothetic and Idiographic Perspectives

artículo científico publicado en 2014

Vocabulary development and intervention for English learners in the early grades

artículo científico publicado en 2014

Who are the young children for whom best practices in reading are ineffective? An experimental and longitudinal study

artículo científico publicado en 2006

Writing Evaluation: Rater and Task Effects on the Reliability of Writing Scores for Children in Grades 3 and 4.

artículo científico publicado en 2017

Writing fluency and quality in kindergarten and first grade: The role of attention, reading, transcription, and oral language

artículo científico publicado en 2014

Lista de obras de Stephanie Al Otaiba

"Waiting to Fail" Redux: Understanding Inadequate Response to Intervention

A Longitudinal Cluster-Randomized Controlled Study on the Accumulating Effects of Individualized Literacy Instruction on Students’ Reading From First Through Third Grade ⬇️

Academic Responding During Instruction and Reading Outcomes for Kindergarten Students At-risk for Reading Difficulties

Advanced Reading Comprehension Expectations in Secondary School: Considerations for Students with Emotional or Behavior Disorders

An Examination of Kindergarten Oral Language for African American Students: Are There Meaningful Differences in Comparison to Peers?

Assessment Data-Informed Guidance to Individualize Kindergarten Reading Instruction: Findings from a Cluster-Randomized Control Field Trial

Componential skills of beginning writing: An exploratory study

Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten through Fourth Grade

Development of oral reading fluency in children with speech or language impairments: a growth curve analysis

Developmental trajectories of writing skills in first grade: Examining the effects of SES and language and/or speech impairments

Early Literacy Instruction and Intervention

Effectiveness of Early Phonological Awareness Interventions for Students with Speech or Language Impairments

End-of-Kindergarten Spelling Outcomes: How Can Spelling Error Analysis Data Inform Beginning Reading Instruction?

Evaluating the dimensionality of first-grade written composition

Evidence-Based Reading Instruction for Individuals with Autism Spectrum Disorders

Exploring the Amount and Type of Writing Instruction during Language Arts Instruction in Kindergarten Classrooms

Home Literacy Environments of Young Children with Down Syndrome: Findings from a Web-based Survey

Identifying and Intervening with Beginning Readers Who Are At-Risk for Dyslexia: Advances in Individualized Classroom Instruction

Improving Professional Development to Enhance Reading Outcomes for Students in Special Education

Inaugural Editorial

Inhibition, Updating Working Memory, and Shifting Predict Reading Disability Symptoms in a Hybrid Model: Project KIDS.

Kindergarten Predictors of Third Grade Writing

Language, literacy, attentional behaviors, and instructional quality predictors of written composition for first graders ⬇️

Long Term Effects of First Grade Multi-Tier Intervention

Modeling Oral Reading Fluency Development in Latino Students: A Longitudinal Study Across Second and Third Grade

Oral Reading Fluency Development for Children with Emotional Disturbance or Learning Disabilities

Personalized reading intervention for children with Down syndrome

Preparing beginning reading teachers: An experimental comparison of initial early literacy field experiences ⬇️

Print Reading in General Education Kindergarten Classrooms: What Does It Look Like for Students At‐risk for Reading Difficulties? ⬇️

Professional development to differentiate kindergarten Tier 1 instruction: Can already effective teachers improve student outcomes by differentiating Tier 1 instruction?

Reading First kindergarten classroom instruction and students' growth in phonological awareness and letter naming-decoding fluency

Relations among student attention behaviors, teacher practices, and beginning word reading skill

Response to Intervention

Socioeconomic and gender group differences in early literacy skills: a multiple-group confirmatory factor analysis approach

THE CHALLENGING ROLE OF A READING COACH, A CAUTIONARY TALE.

Teaching Word Identification to Students with Reading Difficulties and Disabilities

The Impact of Transcription Writing Interventions for First-Grade Students.

The Relation of Linguistic Awareness and Vocabulary to Word Reading and Spelling for First-Grade Students Participating in Response to Intervention ⬇️

The Relationship of Print Reading in Tier I Instruction and Reading Achievement for Kindergarten Students At-Risk for Reading Difficulties

The componential model of reading: predicting first grade reading performance of culturally diverse students from ecological, psychological, and cognitive factors assessed at kindergarten entry

The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners

Theorization and an Empirical Investigation of the Component-Based and Developmental Text Writing Fluency Construct

To Wait in Tier 1 or Intervene Immediately: A Randomized Experiment Examining First Grade Response to Intervention (RTI) in Reading

Towards an understanding of dimensions, predictors, and gender gap in written composition

Understanding Inadequate Response to First Grade Multi-Tier Intervention: Nomothetic and Idiographic Perspectives

Vocabulary development and intervention for English learners in the early grades

Who are the young children for whom best practices in reading are ineffective? An experimental and longitudinal study

Writing Evaluation: Rater and Task Effects on the Reliability of Writing Scores for Children in Grades 3 and 4.

Writing fluency and quality in kindergarten and first grade: The role of attention, reading, transcription, and oral language