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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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24 |
The relative effects of group size on reading progress of older students with reading difficulties
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25 |
Teaching phonological awareness to at-risk learners in kindergarten and first grade : an analysis of four training programs
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26 |
Writing fluency and quality in kindergarten and first grade: The role of attention, reading, transcription, and oral language
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27 |
An Examination of Kindergarten Oral Language for African American Students: Are There Meaningful Differences in Comparison to Peers?
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28 |
Writing fluency and quality in kindergarten and first grade: The role of attention, reading, transcription, and oral language.
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29 |
Relations Among Children's Use of Dialect and Literacy Skills: A Meta-Analysis.
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Towards an understanding of dimensions, predictors, and gender gap in written composition
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Relations Among Elementary Students' Use of Dialect and Concurrent and Subsequent Reading Outcomes
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32 |
Towards an understanding of dimensions, predictors, and gender gap in written composition.
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33 |
Writing Evaluation: Rater and Task Effects on the Reliability of Writing Scores for Children in Grades 3 and 4.
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34 |
Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3.
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The Impact of Transcription Writing Interventions for First-Grade Students.
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Abstract:
We examined the effects of transcription instruction for students in first grade. Students in the lowest 70% of the participating schools were selected for the study. These 81 students were randomly assigned to: (a) spelling instruction, (b) handwriting instruction, (c) combination spelling and handwriting instruction, or (d) no intervention. Intervention was provided in small groups of 4 students, 25 min a day, 4 days a week for 8 weeks. Students in the spelling condition outperformed the control group on spelling measures with moderate effect sizes noted on curriculum-based writing measures (e.g., correct word sequence; range = 0.34 to 0.68). Students in the handwriting condition outperformed the control group on correct word sequences with small to moderate effects on other handwriting and writing measures ( range = 0.31 to 0.71). Students in the combined condition outperformed the control group on correct word sequences with a small effect on total words written ( range = 0.39 to 0.84). ; P50 HD052120, U54 HD083211 ; This NIH-funded author manuscript originally appeared in PubMed Central at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5625629.
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URL: http://purl.flvc.org/fsu/fd/FSU_pmch_28989267 https://doi.org/10.1080/10573569.2016.1250142 http://diginole.lib.fsu.edu/islandora/object/fsu%3A600804/datastream/TN/view/Impact%20of%20Transcription%20Writing%20Interventions%20for%20First-Grade%20Students.jpg
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37 |
A synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties.
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39 |
Teacher Talk in First Grade Classrooms: The Model of Language Provided by Early Elementary Teachers
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40 |
Exploring the Impact of Text Structures on Reading Comprehension
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