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Linguistic Predictors of Single-Word Spelling in First Grade Students with Speech and/or Language Impairments
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In: Remedial Spec Educ (2020)
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Relations between Reading and Writing: A Longitudinal Examination from Grades 3 to 6
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Examining How Treatment Fidelity Is Supported, Measured, and Reported in K–3 Reading Intervention Research
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Elementary Students’ Use of Dialect and Reading Achievement: Examining Students with Disabilities
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Writing Evaluation: Rater and Task Effects on the Reliability of Writing Scores for Children in Grades 3 and 4
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A Synthesis of Reading and Spelling Interventions and Their Effects on Spelling Outcomes for Students With Learning Disabilities
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The Impact of Transcription Writing Interventions for First-Grade Students
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Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3
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Abstract:
This meta-analysis extends previous work on extensive Tier 3 type reading interventions (Wanzek & Vaughn, 2007; Wanzek et al., 2013) to Tier 2 type interventions by examining a non-overlapping set of studies addressing the effects of less extensive reading interventions for students with or at risk for reading difficulties in Grades K-3. We examined the overall effects of these interventions on students’ foundational skills, language, and comprehension as well as the intervention features that may be associated with improved outcomes. We conducted four meta-analyses on 72 studies to examine effects on (1) standardized foundational skill measures (mean ES = 0.54), (2) not-standardized foundational skill measures (mean ES = 0.62), (3) standardized language/comprehension measures (mean ES = 0.36), and (4) not-standardized language/comprehension measures (mean ES = 1.02). There were no differences in effects related to intervention type, instructional group size, grade level, intervention implementer, or the number of intervention hours.
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Keyword:
Article
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URL: http://www.ncbi.nlm.nih.gov/pubmed/27594774 https://doi.org/10.1007/s10648-015-9321-7 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5007082/
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Relations Among Children's Use of Dialect and Literacy Skills: A Meta-Analysis Codesheet (Gatlin & Wanzek, 2015) ...
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Relations Among Children's Use of Dialect and Literacy Skills: A Meta-Analysis Codesheet (Gatlin & Wanzek, 2015) ...
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An Examination of Kindergarten Oral Language for African American Students: Are There Meaningful Differences in Comparison to Peers?
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Towards an understanding of dimensions, predictors, and gender gap in written composition
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Understanding Inadequate Response to First Grade Multi-Tier Intervention: Nomothetic and Idiographic Perspectives
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A Synthesis of Read-Aloud Interventions on Early Reading Outcomes Among Preschool Through Third Graders at Risk for Reading Difficulties
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In: Faculty Publications (2011)
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