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Utterance length, complexity, and errors (Castilla-Earls et al., 2021) ...
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Utterance length, complexity, and errors (Castilla-Earls et al., 2021) ...
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Bilingual phonological awareness: Construct validation of Grade 1 Spanish-speaking English learners
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In: New Dir Child Adolesc Dev (2019)
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IQ-Achievement Discrepancy for Identification of Disabilities in Spanish-speaking English Learners
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In: New Dir Child Adolesc Dev (2019)
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Moving Forward by Looking Back: Understanding Why Some Spanish-Speaking English Learners Fall Behind
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In: New Dir Child Adolesc Dev (2019)
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Extending the Simple View of Reading to Account for Variation Within Readers and Across Texts: The Complete View of Reading (CVRi)
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Beyond the bilingual advantage: The potential role of genes and environment on the development of cognitive control
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Effects of Tier 3 Intervention for Students With Persistent Reading Difficulties and Characteristics of Inadequate Responders
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Psychometric Properties of Maze Tasks in Middle School Students
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The Relations Among Oral and Silent Reading Fluency and Comprehension in Middle School: Implications for Identification and Instruction of Students With Reading Difficulties
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Cognitive Correlates of Inadequate Response to Reading Intervention
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A test of the cerebellar hypothesis of dyslexia in adequate and inadequate responders to reading intervention
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A Response to Recent Reanalyses of the National Reading Panel Report: Effects of Systematic Phonics Instruction Are Practically Significant
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Abstract:
The authors examine the reassessments of the National Reading Panel (NRP) report (National Institute of Child Health and Human Development, 2000) by G. Camilli, S. Vargas, and M. Yurecko (2003); G. Camilli, P. M. Wolfe, and M. L. Smith (2006); and D. D. Hammill and H. L. Swanson (2006) that disagreed with the NRP on the magnitude of the effect of systematic phonics instruction. Using the coding of the NRP studies by Camilli et al. (2003, 2006), multilevel regression analyses show that their findings do not contradict the NRP findings of effect sizes in the small to moderate range favoring systematic phonics. Extending Camilli et al. (2003, 2006), the largest effects are associated with reading instruction enhanced with components that increase comprehensiveness and intensity. In contrast to Hammill and Swanson, binomial effect size displays show that effect sizes of the magnitude found for systematic phonics by the NRP are meaningful and could result in significant improvement for many students depending on the base rate of struggling readers and the size of the effect. Camilli et al. (2003, 2006) and Hammill and Swanson do not contradict the NRP report, concurring in supporting comprehensive approaches to reading instruction.
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Article
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URL: https://doi.org/10.1037/0022-0663.100.1.123 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3024599 http://www.ncbi.nlm.nih.gov/pubmed/21258576
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