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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 Hits 1 – 8 of 8 1 Sight word acquisition in first grade students at risk for reading disabilities: an item-level exploration of the number of exposures required for mastery [<Journal>] Steacy, Laura M. [Verfasser]; Fuchs, Douglas [Verfasser]; Gilbert, Jennifer K. [Verfasser]. DNB Subject Category Language Show details 2 Capitalizing on the promise of item-level analyses to inform new understandings of word reading development [<Journal>] Steacy, Laura M. [Verfasser] DNB Subject Category Language Show details 3 Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills Siegelman, Noam; Rueckl, Jay G.; Steacy, Laura M.... In: J Mem Lang (2020) BASE Show details 4 Sight Word Acquisition in First Grade Students At-Risk for Reading Disabilities: An Item-Level Exploration of the Number of Exposures Required for Mastery Steacy, Laura M.; Fuchst, Douglas; Gilbert, Jennifer K.... In: Ann Dyslexia (2020) BASE Show details 5 Linking Behavioral and Computational Approaches to Better Understand Variant Vowel Pronunciations in Developing Readers Compton, Donald L.; Steacy, Laura M.; Petscher, Yaacov. - 2019 BASE Show details 6 Development and Prediction of Context-Dependent Vowel Pronunciation in Elementary Readers Steacy, Laura M.; Compton, Donald L.; Petscher, Yaacov. - 2018 BASE Show details 7 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 Steacy, Laura M.; Elleman, Amy M.; Lovett, Maureen W.. - 2016 BASE Show details 8 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. Steacy, Laura M (authoraut); Elleman, Amy M (authoraut); Lovett, Maureen W (authoraut); Compton, Donald L (authoraut) Abstract: In English, gains in decoding skill do not map directly onto increases in word reading. However, beyond the Self-Teaching Hypothesis (Share, 1995), little is known about the transfer of decoding skills to word reading. In this study, we offer a new approach to testing specific decoding elements on transfer to word reading. To illustrate, we modeled word-reading gains among children with reading disability (RD) enrolled in Phonological and Strategy Training (PHAST) or Phonics for Reading (PFR). Conditions differed in sublexical training with PHAST stressing multi-level connections and PFR emphasizing simple grapheme-phoneme correspondences. Thirty-seven children with RD, 3 - 6 grade, were randomly assigned 60 lessons of PHAST or PFR. Crossed random-effects models allowed us to identify specific intervention elements that differentially impacted word-reading performance at posttest, with children in PHAST better able to read words with variant vowel pronunciations. Results suggest that sublexical emphasis influences transfer gains to word reading. ; R03 HD045726 ; This NIH-funded author manuscript originally appeared in PubMed Central at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5460658. URL: http://diginole.lib.fsu.edu/islandora/object/fsu%3A641094/datastream/TN/view/Exploring%20Differential%20Effects%20Across%20Two%20Decoding%20Treatments%20on%20Item-Level%20Transfer%20in%20Children%20with%20Significant%20Word%20Reading%20Difficulties.jpg http://purl.flvc.org/fsu/fd/FSU_pmch_28596701 https://doi.org/10.1080/10888438.2016.1178267 BASE Hide details

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