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Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills
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In: J Mem Lang (2020)
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Using an Item-Specific Predictor to Test the Dimensionality of the Orthographic Choice Task
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In: Ann Dyslexia (2020)
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Dynamic Assessment for Identifying Spanish-Speaking English Learners’ Risk for Mathematics Disabilities: Does Language of Administration Matter?
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In: J Learn Disabil (2020)
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Is “Response/No Response” Too Simple a Notion for RTI Frameworks? Exploring Multiple Response Types with Latent Profile Analysis
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In: J Learn Disabil (2020)
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Linking Behavioral and Computational Approaches to Better Understand Variant Vowel Pronunciations in Developing Readers
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A Longitudinal Analysis of the Trajectories and Predictors of Word Reading and Reading Comprehension Development among At-Risk Readers
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Development and Prediction of Context-Dependent Vowel Pronunciation in Elementary Readers
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Consequences of Misspecifying Levels of Variance in Cross-Classified Longitudinal Data Structures
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Exploring Differential Effects Across Two Decoding Treatments on Item-Level Transfer in Children with Significant Word Reading Difficulties: A New Approach for Testing Intervention Elements
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Effects of a Multitier Support System on Calculation, Word Problem, and Prealgebraic Performance Among At-Risk Learners
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Abstract:
The focus of the present study was enhancing word-problem and calculation achievement in ways that support pre-algebraic thinking among 2nd-grade students at risk for mathematics difficulty. Intervention relied on a multi-tier support system (i.e., responsiveness-to-intervention or RTI) in which at-risk students participate in general classroom instruction and receive supplementary small-group tutoring. Participants were 265 students in 110 classrooms in 25 schools. Teachers were randomly assigned to 3 conditions: calculation RTI, word-problem RTI, and business-as-usual control. Intervention lasted 17 weeks. Multilevel modeling indicated that calculation RTI improved calculation but not word-problem outcomes; word-problem RTI enhanced proximal word-problem outcomes as well as performance on some calculation outcomes; and word-problem RTI provided a stronger route than calculation RTI to pre-algebraic knowledge.
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Article
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URL: https://doi.org/10.1177/0014402914563702 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4470425/ http://www.ncbi.nlm.nih.gov/pubmed/26097244
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Pathways to Third-Grade Calculation versus Word-Reading Competence: Are They More Alike or Different?
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Multisyllabic Word Reading as a Moderator of Morphological Awareness and Reading Comprehension
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First-Grade Cognitive Abilities as Long-Term Predictors of Reading Comprehension and Disability Status
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Contributions of Domain-General Cognitive Resources and Different Forms of Arithmetic Development to Pre-Algebraic Knowledge
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Word and Person Effects on Decoding Accuracy: A New Look at an Old Question
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The Cognitive and Academic Profiles of Reading and Mathematics Learning Disabilities
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