1 |
An Examination of Kindergarten Oral Language for African American Students: Are There Meaningful Differences in Comparison to Peers?
|
|
|
|
BASE
|
|
Show details
|
|
2 |
Modeling Oral Reading Fluency Development in Latino Students: A Longitudinal Study Across Second and Third Grade.
|
|
|
|
BASE
|
|
Show details
|
|
3 |
Writing fluency and quality in kindergarten and first grade: The role of attention, reading, transcription, and oral language.
|
|
|
|
BASE
|
|
Show details
|
|
4 |
Towards an understanding of dimensions, predictors, and gender gap in written composition
|
|
|
|
BASE
|
|
Show details
|
|
5 |
Examining the contribution of handwriting and spelling to written expression in kindergarten children.
|
|
|
|
BASE
|
|
Show details
|
|
6 |
Developmental Trajectories of Writing Skills in First Grade: Examining the Effects of SES and Language and/or Speech Impairments
|
|
|
|
BASE
|
|
Show details
|
|
7 |
Towards an understanding of dimensions, predictors, and gender gap in written composition.
|
|
|
|
BASE
|
|
Show details
|
|
8 |
Writing Evaluation: Rater and Task Effects on the Reliability of Writing Scores for Children in Grades 3 and 4.
|
|
|
|
BASE
|
|
Show details
|
|
10 |
The Impact of Transcription Writing Interventions for First-Grade Students.
|
|
|
|
BASE
|
|
Show details
|
|
11 |
The relation of linguistic awareness and vocabulary to word reading and spelling for first-grade students participating in response to intervention.
|
|
|
|
BASE
|
|
Show details
|
|
13 |
The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners.
|
|
|
|
BASE
|
|
Show details
|
|
14 |
The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners
|
|
|
|
BASE
|
|
Show details
|
|
15 |
Predicting kindergartners' end of year spelling ability from their reading, alphabetic, vocabulary, and phonological awareness skills, and prior literacy experiences.
|
|
|
|
Abstract:
The purpose of this paper is to examine the role of home literacy, parental education and demographic factors in addition to conventional literacy skills at the beginning and end of kindergarten in predicting end of kindergarten spelling achievement. The present study involved 9 schools and 29 classrooms serving an economically and ethnically diverse population (n = 288). Students spelled three types of words: sight words, decodable real words, and decodable pseudowords; conventional and invented spellings are reported. Results from a three step hierarchical regression indicated the variables accounted for 66% of the variance in spelling scores, and the single strongest spring predictor was a one-minute letter-sound fluency test. Implications for instruction and for identifying students at risk for future spelling and reading difficulties are discussed. ; P50 HD052120, P50 HD052120-03 ; This NIH-funded author manuscript originally appeared in PubMed Central at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4159767.
|
|
URL: http://purl.flvc.org/fsu/fd/FSU_pmch_25221382 http://diginole.lib.fsu.edu/islandora/object/fsu%3A330629/datastream/TN/view/Predicting%20kindergartners%27%20end%20of%20year%20spelling%20ability%20from%20their%20reading,%20alphabetic,%20vocabulary,%20and%20phonological%20awareness%20skills,%20and%20prior%20literacy%20experiences.jpg
|
|
BASE
|
|
Hide details
|
|
16 |
The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners
|
|
|
|
BASE
|
|
Show details
|
|
17 |
Effectiveness of Early Phonological Awareness Interventions for Students with Speech or Language Impairments.
|
|
|
|
BASE
|
|
Show details
|
|
19 |
The relation of linguistic awareness and vocabulary to word reading and spelling for first-grade students participating in response to intervention
|
|
|
|
BASE
|
|
Show details
|
|
20 |
Relations among student attention behaviors, teacher practices, and beginning word reading skill.
|
|
|
|
BASE
|
|
Show details
|
|
|
|