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Linguistic Predictors of Single-Word Spelling in First Grade Students with Speech and/or Language Impairments
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In: Remedial Spec Educ (2020)
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Relations between Reading and Writing: A Longitudinal Examination from Grades 3 to 6
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Examining How Treatment Fidelity Is Supported, Measured, and Reported in K–3 Reading Intervention Research
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Elementary Students’ Use of Dialect and Reading Achievement: Examining Students with Disabilities
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Writing Evaluation: Rater and Task Effects on the Reliability of Writing Scores for Children in Grades 3 and 4
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A Synthesis of Reading and Spelling Interventions and Their Effects on Spelling Outcomes for Students With Learning Disabilities
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The Impact of Transcription Writing Interventions for First-Grade Students
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Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3
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Relations Among Children's Use of Dialect and Literacy Skills: A Meta-Analysis Codesheet (Gatlin & Wanzek, 2015) ...
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Relations Among Children's Use of Dialect and Literacy Skills: A Meta-Analysis Codesheet (Gatlin & Wanzek, 2015) ...
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Kindergarten Predictors of Third Grade Writing
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Abstract:
The primary goal of the present study was to examine the relations of kindergarten transcription, oral language, word reading, and attention skills to writing skills in third grade. Children (N = 157) were assessed on their letter writing automaticity, spelling, oral language, word reading, and attention in kindergarten. Then, they were assessed on writing in third grade using three writing tasks – one narrative and two expository prompts. Children’s written compositions were evaluated in terms of writing quality (the extent to which ideas were developed and presented in an organized manner). Structural equation modeling showed that kindergarten oral language and lexical literacy skills (i.e., word reading and spelling) were independently predicted third grade narrative writing quality, and kindergarten literacy skill uniquely predicted third grade expository writing quality. In contrast, attention and letter writing automaticity were not directly related to writing quality in either narrative or expository genre. These results are discussed in light of theoretical and practical implications.
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4308812/ https://doi.org/10.1016/j.lindif.2014.11.009 http://www.ncbi.nlm.nih.gov/pubmed/25642118
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An Examination of Kindergarten Oral Language for African American Students: Are There Meaningful Differences in Comparison to Peers?
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Towards an understanding of dimensions, predictors, and gender gap in written composition
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Understanding Inadequate Response to First Grade Multi-Tier Intervention: Nomothetic and Idiographic Perspectives
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A Synthesis of Read-Aloud Interventions on Early Reading Outcomes Among Preschool Through Third Graders at Risk for Reading Difficulties
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In: Faculty Publications (2011)
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