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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 – 16 of 16 1 Elementary teacher’s knowledge of response to intervention implementation: a preliminary factor analysis [<Journal>] Otaiba, Stephanie Al [Verfasser]; Baker, Kristi [Verfasser]; Lan, Patrick [Verfasser]. DNB Subject Category Language Show details 2 Examining the Efficacy of Targeted Component Interventions on Language and Literacy for Third and Fourth Graders Who are at Risk of Comprehension Difficulties. Connor, Carol McDonald; Phillips, Beth M; Kim, Young-Suk Grace; Lonigan, Christopher J; Kaschak, Michael P; Crowe, Elizabeth; Dombek, Jennifer; Otaiba, Stephanie Al In: Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading, vol 22, iss 6 (2018) Abstract: Testing a component model of reading comprehension in a randomized controlled trial, we evaluated the efficacy of four different interventions that were designed to target components of language and metacognition that predict children's reading comprehension: vocabulary, listening comprehension, comprehension of literate language, academic knowledge, and comprehension monitoring. Third- and fourth-graders with language skills falling below age expectations participated (N = 645). Overall, the component interventions were only somewhat effective in improving the targeted skills, compared to a business-as-usual control (g ranged from -.14 to .33), and no main effects were significant after correcting for multiple comparisons. Effects did not generalize to other language skills or to students' reading comprehension. Moreover, there were child-characteristic-by-treatment interaction effects. For example, the intervention designed to build sensorimotor mental representations was more effective for children with weaker vocabulary skills. Implications for component models of reading and interventions for children at risk of reading comprehension difficulties are discussed. Keyword: comprehension monitoring; Education; individual differences; instruction; intervention; Psychology and Cognitive Sciences; reading comprehension URL: https://escholarship.org/uc/item/18v5j7cq BASE Hide details 3 Developmental trajectories of writing skills in first grade: Examining the effects of SES and language and/or speech impairments Kim, Young-Suk; Puranik, Cynthia; Otaiba, Stephanie Al. - 2015 BASE Show details 4 Erratum to: Preparing beginning reading teachers: An experimental comparison of initial early literacy field experiences Otaiba, Stephanie Al; Lake, Vickie E.; Greulich, Luana... In: Reading and writing. - New York, NY : Springer Science+Business Media 26 (2013) 5, 795-797 OLC Linguistik Show details 5 Language, literacy, attentional behaviors, and instructional quality predictors of written composition for first graders Kim, Young-Suk; Otaiba, Stephanie Al; Sidler, Jessica Folsom. - 2013 BASE Show details 6 The relation of linguistic awareness and vocabulary to word reading and spelling for first grade students participating in Response to Intervention Kim, Young-Suk; Apel, Kenn; Otaiba, Stephanie Al. - 2013 BASE Show details 7 Examing the contribution of handwriting and spelling to written expression in kindergarten children Otaiba, Stephanie al; Puranik, Cynthia S. In: Reading and writing. - New York, NY : Springer Science+Business Media 25 (2012) 7, 1523-1546 BLLDB OLC Linguistik Show details 8 The Componential Model of Reading: Predicting First Grade Reading Performance of Culturally Diverse Students From Ecological, Psychological, and Cognitive Factors Assessed at Kindergarten Entry Hernandez, Miriam; Folsom, Jessica S.; Otaiba, Stephanie Al. - 2012 BASE Show details 9 Preparing beginning reading teachers: an experimental comparison of initial early literacy field experiences Otaiba, Stephanie al; Lake, Vickie E.; Guidry, Lisa... In: Reading and writing. - New York, NY : Springer Science+Business Media 25 (2011) 1, 109-129 BLLDB OLC Linguistik Show details 10 Language and reading disabilities Westby, Carol E.; Kamhi, Alan G.; Apel, Kenn. - Boston [u.a.] : Pearson, 2011 BLLDB UB Frankfurt Linguistik Show details 11 Assessment Data-Informed Guidance to Individualize Kindergarten Reading Instruction: Findings from a Cluster-Randomized Control Field Trial Otaiba, Stephanie Al; Connor, Carol M; Folsom, Jessica Sidler. - 2011 BASE Show details 12 Effectiveness of Early Phonological Awareness Interventions for Students with Speech or Language Impairments Otaiba, Stephanie Al; Puranik, Cynthia; Zilkowski, Robin. - 2009 BASE Show details 13 Dyslexia and the brain: what does current research tell us? Hudson, Roxanne F.; High, Leslie Crammond; Otaiba, Stephanie al In: The reading teacher. - Hoboken, NJ : Wiley 60 (2007) 6, 506-515 BLLDB Show details 14 Developmental trajectories of writing skills in first grade: Examining the effects of SES and language and/or speech impairments. Kim, Young-Suk (authoraut); Puranik, Cynthia (authoraut); Otaiba, Stephanie Al (authoraut) BASE Show details 15 End-of-Kindergarten Spelling Outcomes: How Can Spelling Error Analysis Data Inform Beginning Reading Instruction? Lee, Julia Ai Cheng (authoraut); Otaiba, Stephanie Al (authoraut) BASE Show details 16 Socioeconomic and gender group differences in early literacy skills: a multiple-group confirmatory factor analysis approach. Lee, Julia Ai Cheng (authoraut); Otaiba, Stephanie Al (authoraut) BASE Show details

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