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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 Page: 1 2 3 4 5 Hits 61 – 80 of 87 61 Parallel Word Processing during Reading &the Influence of Context Glover, Lisa M. (authoraut); Radach, Ralph (professor directing thesis); Kistner, Janet (outside committee member). - : Florida State University BASE Show details 62 Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic. Brown Waesche, Jessica S (authoraut); Schatschneider, Christopher (authoraut); Maner, Jon K (authoraut). BASE Show details 63 A Quantile Regression Approach to Understanding the Relations Among Morphological Awareness, Vocabulary, and Reading Comprehension in Adult Basic Education Students. Tighe, Elizabeth L (authoraut); Schatschneider, Christopher (authoraut) BASE Show details 64 Rapid serial naming and reading ability: the role of lexical access. Logan, Jessica A R (authoraut); Schatschneider, Christopher (authoraut); Wagner, Richard K (authoraut) BASE Show details 65 Young English Language Learners' Cognate Sensitivity on Picture-Word Recognition and Production Leacox, Lindsey Renee (authoraut); Jackson, Carla (professor directing dissertation); Sunderman, Gretchen (university representative). - : Florida State University BASE Show details 66 Genetic influence on literacy constructs in kindergarten and first grade: evidence from a diverse twin sample. Taylor, Jeanette (authoraut); Schatschneider, Christopher (authoraut) BASE Show details 67 Assessing the Importance of Metalinguistic Skills to the Word Reading and Reading Comprehension Abilities of Adult Basic Education Students Tighe, Elizabeth L. (authoraut); Schatschneider, Christopher (professor directing dissertation); Kim, Young-Suk, 1970- (university representative). - : Florida State University BASE Show details 68 Developing Emergent Literacy Skills: The Impact of Alphabet Instruction Piasta, Shayne B. (authoraut); Wagner, Richard K. (professor directing dissertation); Connor, Carol McDonald (outside committee member). - : Florida State University BASE Show details 69 Lexical Characteristics of Words and Phonological Awareness Skills of Preschool Children Goodrich, J. Marc (authoraut); Florida State University (degree granting institution); Maner, Jon (committee member). - : Florida State University BASE Show details 70 Examining the Relationships of Component Reading Skills to Reading Comprehension in Struggling Adult Readers: A Meta-Analysis. Schatschneider, Christopher (authoraut); Tighe, Elizabeth L (authoraut) BASE Show details 71 Development of Writing: Key Components of Written Language Kantor, Patricia Thatcher (authoraut); Wagner, Richard K. (professor directing dissertation); Foorman, Barbara (university representative). - : Florida State University BASE Show details 72 The Role of Parafoveal Information in Rapid Letter Naming Logan, Jessica A. R. (authoraut); Kelley, Colleen (committee member); Florida State University (degree granting institution). - : Florida State University BASE Show details 73 Reading Comprehension in Grade Three as a Function of Child, Item, and Passage Characteristics Florida State University (degree granting institution); Compton, Donald L., 1960- (committee member); Schatschneider, Christopher (university representative). - : Florida State University BASE Show details 74 Relations among student attention behaviors, teacher practices, and beginning word reading skill. Sáez, Leilani (authoraut); Folsom, Jessica Sidler (authoraut); Al Otaiba, Stephanie (authoraut). BASE Show details 75 Factors Affecting the Development of Second Grade Spelling at the Teacher, Student, and Word Level Foorman, Barbara R. (professor directing dissertation); School of Teacher Education (degree granting department); Kim, Young-Suk (committee member). - : Florida State University BASE Show details 76 The Linguistic Profiles of Spelling Errors in Fourth, Fifth, and Seventh Grade Students Kim, Young-Suk (committee member); School of Teacher Education (degree granting department); Wu, Yi-Chieh (authoraut). - : Florida State University BASE Show details 77 Monitoring Growth in Early Reading Skills: Validation of a Computer Adaptive Test DeGraff, Amanda J. (authoraut); Torgesen, Joseph K. (professor directing dissertation); Al Otaiba, Stephanie Dent (outside committee member). - : Florida State University BASE Show details 78 Preschool Externalizing Behavior Mediates the Relation Between Temperament and Emergent Literacy Wilson, Shauna Brook (authoraut); Lonigan, Christopher J. (professor directing dissertation); Foorman, Barbara (university representative). - : Florida State University BASE Show details 79 Evidence for Common Etiological Influences on Early Literacy Skills in Kindergarten. Soden-Hensler, Brooke (authoraut); Taylor, Jeanette (authoraut); Schatschneider, Christopher (authoraut) BASE Show details 80 Early Literacy Professional Development: Exploring the Effects of Mentoring for Preschool Teachers Clancy-Menchetti, Jeanine L. (authoraut); Al Otaiba, Stephanie Dent (professor directing dissertation); Torgesen, Joseph (outside committee member); Schatschneider, Christopher (outside committee member); Edwards, Barbara J. (committee member); Lake, Vickie (committee member); Department of Childhood Education, Reading and Disability Services (degree granting department); Florida State University (degree granting institution). - : Florida State University Abstract: This study examined the impact of mentoring as a separate component of professional development on both teacher and student outcomes. Preschool teachers from Head Start centers and Public School programs were randomly assigned to condition and then received extensive professional development training over a two-year period. The teachers were observed three times per year in their classrooms using an observation instrument that measured the overall quality of language and literacy environment. The students were assessed three times per year to assess growth in the following emergent literacy skills: (a) phonological sensitivity, (b) print awareness and (c) expressive vocabulary. Both teacher and student measures were analyzed by condition, by site, and by condition controlling for site using growth curve analysis. Mentoring was found to have no impact on teachers' observation scores however the mentored teachers did have higher levels of compliance to implementing one of the emergent literacy activities. Children from mentored classrooms had significantly greater growth on the Elision subtest than children from non-mentored classrooms. More differences were found when the student data was analyzed by site than by condition. ; A Dissertation submitted to the Department of Childhood Education, Reading and Disability Services in partial fulfillment of the requirements for the degree of Doctor of Philosophy. ; Spring Semester, 2006. ; February 27, 2006. ; Early Childhood Education, Preschool, Professional Development, Staff Development, Teacher Training, Mentoring, Early Literacy ; Includes bibliographical references. ; Stephanie Dent Al Otaiba, Professor Directing Dissertation; Joseph Torgesen, Outside Committee Member; Christopher Schatschneider, Outside Committee Member; Barbara J. Edwards, Committee Member; Vickie Lake, Committee Member. Keyword: Education URL: http://purl.flvc.org/fsu/fd/FSU_migr_etd-3599 http://diginole.lib.fsu.edu/islandora/object/fsu%3A181875/datastream/TN/view/Early%20Literacy%20Professional%20Development.jpg BASE Hide details Page: 1 2 3 4 5

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