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Hits 1 – 11 of 11

1	Finding Their Place: An Ethnographic Study of the Culture of Students Attending a Rural, Self-paced, Alternative Evening High School
	Atkins, Teena
	In: Doctoral Dissertations and Projects (2018)
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2	Educating Incarcerated Youth In Illinois: A Blended Learning Model
	Sonnenberg, John
	In: Dissertations (2017)
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3	Academy of Reading® Impact on Student Achievement in Extended Learning Program
	Palmer, Latrasha
	In: Doctoral Dissertations and Projects (2017)
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4	The Characteristics of African American Parental Influence on Academic Success in a Rural School District: A Collective Case Study
	Christian, Raymond
	In: Doctoral Dissertations and Projects (2017)
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5	Engaging "At-Risk" Students by Utilizing Cyber-Technology in the Biology Classroom
	Fox-Lykens, Rebecca; Lloyd, Andrew; McGary, Sabrina
	In: SoTL Commons Conference (2015)
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6	Evaluating the Effectiveness of an Intervention Mathematics Class for Low Achieving Middle School Students in Northwest Georgia
	Coats, Johnnie
	In: Doctoral Dissertations and Projects (2013)
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7	The Correlation between the Three Reading Fluency Subskills and Reading Comprehension in At-Risk Adolescent Readers
	Courbron, Craig
	In: Doctoral Dissertations and Projects (2012)
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8	Environmental and Developmental Indicators in Early Childhood: Relations to Second-Grade Reading Comprehension
	Cook, Gina A.
	In: All Graduate Theses and Dissertations (2010)
	Abstract: Reading success has been linked to high school completion, future job success, and future generations of children who can read. Unfortunately, children who are unable to read on grade level by the end of first grade are at a great disadvantage and unlikely to catch up later. Without the ability to read and comprehend text, all aspects of schooling become progressively more difficult and the challenge of poor reading ability can be so difficult to overcome that many poor readers will not complete high school. For these reasons, it is important to identify early experiences in a child's family environment that predict the early skills that are necessary for later reading and reading comprehension. The child's family environment includes the quality of both the general home setting and specific kinds of parent-child interactions. The skills necessary for reading success include vocabulary, phonological skills, and other early literacy skills, but broader cognitive and regulatory skills may also be necessary. Because children from low-income families are at higher risk for reading problems, this study examines extant data on early environments, early development, and second-grade reading from a sample of 117 children from low-income families who participated in a longitudinal study from the child's infancy to second grade. Early family environments and children's early cognitive and other skills that are measured at 36 months and just prior to kindergarten entry at 54 months, were analyzed in relation to their second-grade vocabulary, reading ability, and reading comprehension. The results of this analysis of extant longitudinal data help identify early predictors of reading success for children at risk for reading problems.
	Keyword: and Research; at risk; Developmental Psychology; Early Childhood; early intervention; Educational Assessment; environmental indicators; Evaluation; Kindergarten Teacher Education; language development; parenting behaviors; Pre-Elementary; reading comprehension
	URL: https://digitalcommons.usu.edu/etd/791 https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=1787&context=etd
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9	Linguistic evaluation of terrorist scenarios: example application.
	Darby, John L.. - : Sandia National Laboratories, 2007
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10	Estimating Terrorist Risk with Possibility Theory
	Darby, J.L.
	In: Other Information: PBD: 30 Nov 2004 (2004)
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11	Resource allocation using risk analysis
	Bott, T. F. (Terrence F.); Eisenhawer, S. W. (Stephen W.)
	In: Submitted to: Annual Reliability and Maintainability Symposium, Los Angeles, CA, January 26-29, 2004 (2003)
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