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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 11 of 11 1 The Effects of Blended Text-Processing and Linguistic Comprehension Interventions Among Struggling Middle-School Readers Barth, Amy E.; Vaughn, Sharon; McCulley, Elisabeth V.. - 2015 BASE Show details 2 Reading skill components and impairments in middle school struggling readers Cirino, Paul T.; Romain, Melissa A.; Barth, Amy E.... In: Reading and writing. - New York, NY : Springer Science+Business Media 26 (2013) 7, 1059-1086 OLC Linguistik Show details 3 Effects of Tier 3 Intervention for Students With Persistent Reading Difficulties and Characteristics of Inadequate Responders Denton, Carolyn A.; Tolar, Tammy D.; Fletcher, Jack M.. - 2013 BASE Show details 4 Reading skill components and impairments in middle school struggling readers Cirino, Paul T.; Romain, Melissa A.; Barth, Amy E.; Tolar, Tammy D.; Fletcher, Jack M.; Vaughn, Sharon. - 2013 Abstract: This study investigated how measures of decoding, fluency, and comprehension in middle school students overlap with one another, whether the pattern of overlap differs between struggling and typical readers, and the relative frequency of different types of reading difficulties. The 1,748 sixth, seventh, and eighth grade students were oversampled for struggling readers (n = 1,025) on the basis of the state reading comprehension proficiency measure. Multigroup confirmatory factor analyses showed partial invariance among struggling and typical readers (with differential loadings for fluency and for comprehension), and strict invariance for decoding and a combined fluency/comprehension factor. Among these struggling readers, most (85 %) also had weaknesses on nationally standardized measures, particularly in comprehension; however, most of these also had difficulties in decoding or fluency. These results show that the number of students with a specific comprehension problem is lower than recent consensus reports estimate and that the relation of different reading components varies according to struggling versus proficient readers. Keyword: Article URL: http://www.ncbi.nlm.nih.gov/pubmed/24000271 https://doi.org/10.1007/s11145-012-9406-3 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3757546 BASE Hide details 5 Reliability and Validity of Oral Reading Fluency Median and Mean Scores Among Middle Grade Readers When Using Equated Texts Barth, Amy E.; Stuebing, Karla K.; Fletcher, Jack M.... In: Reading psychology. - Philadelphia, Pa. : Taylor & Francis 33 (2012) 1, 133-161 OLC Linguistik Show details 6 Treatment Effects for Older Struggling Readers: An Application of Moderated Mediation Roberts, Greg; Fletcher, Jack M.; Stuebing, Karla K.. - 2012 BASE Show details 7 Psychometric Properties of Maze Tasks in Middle School Students Tolar, Tammy D.; Barth, Amy E.; Francis, David J.. - 2011 BASE Show details 8 The Relations Among Oral and Silent Reading Fluency and Comprehension in Middle School: Implications for Identification and Instruction of Students With Reading Difficulties Denton, Carolyn A.; Barth, Amy E.; Fletcher, Jack M.. - 2011 BASE Show details 9 Cognitive Correlates of Inadequate Response to Reading Intervention Fletcher, Jack M.; Stuebing, Karla K.; Barth, Amy E.. - 2011 BASE Show details 10 A test of the cerebellar hypothesis of dyslexia in adequate and inadequate responders to reading intervention Barth, Amy E.; Denton, Carolyn A.; Stuebing, Karla K.. - 2010 BASE Show details 11 A Response to Recent Reanalyses of the National Reading Panel Report: Effects of Systematic Phonics Instruction Are Practically Significant Stuebing, Karla K.; Barth, Amy E.; Cirino, Paul T.. - 2008 BASE Show details

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