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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 – 16 of 16 1 Elementary teacher’s knowledge of response to intervention implementation: a preliminary factor analysis [<Journal>] Otaiba, Stephanie Al [Verfasser]; Baker, Kristi [Verfasser]; Lan, Patrick [Verfasser]. DNB Subject Category Language Show details 2 Examining the Efficacy of Targeted Component Interventions on Language and Literacy for Third and Fourth Graders Who are at Risk of Comprehension Difficulties. Connor, Carol McDonald; Phillips, Beth M; Kim, Young-Suk Grace... In: Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading, vol 22, iss 6 (2018) BASE Show details 3 Developmental trajectories of writing skills in first grade: Examining the effects of SES and language and/or speech impairments Kim, Young-Suk; Puranik, Cynthia; Otaiba, Stephanie Al. - 2015 BASE Show details 4 Erratum to: Preparing beginning reading teachers: An experimental comparison of initial early literacy field experiences Otaiba, Stephanie Al; Lake, Vickie E.; Greulich, Luana... In: Reading and writing. - New York, NY : Springer Science+Business Media 26 (2013) 5, 795-797 OLC Linguistik Show details 5 Language, literacy, attentional behaviors, and instructional quality predictors of written composition for first graders Kim, Young-Suk; Otaiba, Stephanie Al; Sidler, Jessica Folsom. - 2013 BASE Show details 6 The relation of linguistic awareness and vocabulary to word reading and spelling for first grade students participating in Response to Intervention Kim, Young-Suk; Apel, Kenn; Otaiba, Stephanie Al. - 2013 BASE Show details 7 Examing the contribution of handwriting and spelling to written expression in kindergarten children Otaiba, Stephanie al; Puranik, Cynthia S. In: Reading and writing. - New York, NY : Springer Science+Business Media 25 (2012) 7, 1523-1546 BLLDB OLC Linguistik Show details 8 The Componential Model of Reading: Predicting First Grade Reading Performance of Culturally Diverse Students From Ecological, Psychological, and Cognitive Factors Assessed at Kindergarten Entry Hernandez, Miriam; Folsom, Jessica S.; Otaiba, Stephanie Al. - 2012 BASE Show details 9 Preparing beginning reading teachers: an experimental comparison of initial early literacy field experiences Otaiba, Stephanie al; Lake, Vickie E.; Guidry, Lisa... In: Reading and writing. - New York, NY : Springer Science+Business Media 25 (2011) 1, 109-129 BLLDB OLC Linguistik Show details 10 Language and reading disabilities Westby, Carol E.; Kamhi, Alan G.; Apel, Kenn. - Boston [u.a.] : Pearson, 2011 BLLDB UB Frankfurt Linguistik Show details 11 Assessment Data-Informed Guidance to Individualize Kindergarten Reading Instruction: Findings from a Cluster-Randomized Control Field Trial Otaiba, Stephanie Al; Connor, Carol M; Folsom, Jessica Sidler. - 2011 BASE Show details 12 Effectiveness of Early Phonological Awareness Interventions for Students with Speech or Language Impairments Otaiba, Stephanie Al; Puranik, Cynthia; Zilkowski, Robin. - 2009 BASE Show details 13 Dyslexia and the brain: what does current research tell us? Hudson, Roxanne F.; High, Leslie Crammond; Otaiba, Stephanie al In: The reading teacher. - Hoboken, NJ : Wiley 60 (2007) 6, 506-515 BLLDB Show details 14 Developmental trajectories of writing skills in first grade: Examining the effects of SES and language and/or speech impairments. Kim, Young-Suk (authoraut); Puranik, Cynthia (authoraut); Otaiba, Stephanie Al (authoraut) BASE Show details 15 End-of-Kindergarten Spelling Outcomes: How Can Spelling Error Analysis Data Inform Beginning Reading Instruction? Lee, Julia Ai Cheng (authoraut); Otaiba, Stephanie Al (authoraut) Abstract: In this article, the authors examined the spelling performance of 430 kindergarteners, which included a high risk sample, to determine the relations between end of kindergarten reading and spelling in a high quality language arts setting. The spelling outcomes including the spelling errors between the good and the poor readers were described, analyzed, and compared. The findings suggest that not all the children have acquired the desired standard as outlined by the Common Core State Standards. In addition, not every good reader is a good speller and that not every poor speller is a poor reader. The study shows that spelling tasks that are accompanied by spelling errors analysis provide a powerful window for making instructional sense of children's spelling errors and for individualizing spelling instructional strategies. ; Common Core State Standards, Beginning spellers, Poor, Poor readers, Spelling difficulties, Spelling error analysis ; P50 HD052120 ; This NIH-funded author manuscript originally appeared in PubMed Central at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5502407. URL: http://purl.flvc.org/fsu/fd/FSU_pmch_28706433 http://diginole.lib.fsu.edu/islandora/object/fsu%3A600803/datastream/TN/view/End-of-Kindergarten%20Spelling%20Outcomes.jpg https://doi.org/10.1080/10573569.2016.1165639 BASE Hide details 16 Socioeconomic and gender group differences in early literacy skills: a multiple-group confirmatory factor analysis approach. Lee, Julia Ai Cheng (authoraut); Otaiba, Stephanie Al (authoraut) BASE Show details

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