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Influences of the home language and literacy environment on Spanish and English vocabulary growth among dual language learners
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Examining the Efficacy of Targeted Component Interventions on Language and Literacy for Third and Fourth Graders Who are at Risk of Comprehension Difficulties.
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In: Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading, vol 22, iss 6 (2018)
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Children’s quantification with every over time
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In: Glossa: a journal of general linguistics; Vol 2, No 1 (2017); 43 ; 2397-1835 (2017)
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Children’s quantification with every over time
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In: Glossa (2017)
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Agreement Among Traditional and RTI-based Definitions of Reading-Related Learning Disability with Preschool Children
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Abstract:
To investigate approaches for identifying young children who may be at risk for later reading-related learning disabilities, this study compared the use of four contemporary methods of indexing learning disability (LD) with older children (i.e., IQ-achievement discrepancy, low achievement, low growth, and dual-discrepancy) to determine risk status with a large sample of 1,011 preschoolers. These children were classified as at risk or not using each method across three early-literacy skills (i.e., language, phonological awareness, print knowledge) and at three levels of severity (i.e., 5th, 10th, 25th percentiles). Chance-corrected affected-status agreement (CCASA) indicated poor agreement among methods with rates of agreement generally decreasing with greater levels of severity for both single- and two-measure classification, and agreement rates were lower for two-measure classification than for single-measure classification. These low rates of agreement between conventional methods of identifying children at risk for LD represent a significant impediment for identification and intervention for young children considered at-risk.
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Article
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URL: http://www.ncbi.nlm.nih.gov/pubmed/28670102 https://doi.org/10.1016/j.lindif.2017.03.011 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5489126/
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Teacher language in the preschool classroom: Initial validation of a classroom environment observation tool
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Examining the Predictive Relations between Two Aspects of Self-Regulation and Growth in Preschool Children’s Early Literacy Skills
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Parenting Predictors of Cognitive Skills and Emotion Knowledge in Socioeconomically Disadvantaged Preschoolers
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Inhibitory Control of Spanish-Speaking Language-Minority Preschool Children: Measurement and Association with Language, Literacy, and Math Skills
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Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten through Fourth Grade
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The Nature of Preschool Phonological Processing Abilities and Their Relations to Vocabulary, General Cognitive Abilities, and Print Knowledge
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Successful phonological awareness instruction with preschool children: Lessons from the classroom
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Predictive Validity of the Get Ready to Read! Screener: Concurrent and Long-Term Relations With Reading-Related Skills
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