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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 Page: 1 2 Hits 1 – 20 of 24 1 An Examination of Kindergarten Oral Language for African American Students: Are There Meaningful Differences in Comparison to Peers? Gatlin, Brandy (authoraut); Al Otaiba, Stephanie (authoraut); Wanzek, Jeanne (authoraut) BASE Show details 2 Modeling Oral Reading Fluency Development in Latino Students: A Longitudinal Study Across Second and Third Grade. Al Otaiba, Stephanie (authoraut); Petscher, Yaacov (authoraut); Williams, Rihana S (authoraut); Pappamihiel, N Eleni (authoraut); Dyrlund, Allison K (authoraut); Connor, Carol (authoraut) Abstract: This study examines growth in oral reading fluency across 2nd and 3rd grade for Latino students grouped in 3 English proficiency levels: students receiving English as a second language (ESL) services (n = 2,182), students exited from ESL services (n = 965), and students never designated as needing services (n = 1,857). An important focus was to learn whether, within these 3 groups, proficiency levels and growth were reliably related to special education status. Using hierarchical linear modeling, the authors compared proficiency levels and growth in oral reading fluency in English between and within groups and then to state reading benchmarks. Findings indicate that oral reading fluency scores reliably distinguished between students with learning disabilities and typically developing students within each group (effect sizes ranging from 0.96 to 1.51). The growth trajectory included a significant quadratic trend (generally slowing over time). These findings support the effectiveness of using oral reading fluency in English to screen and monitor reading progress under Response to Intervention models, but also suggest caution in interpreting oral reading fluency data as part of the process in identifying students with learning disabilities. ; English language learners, Progress monitoring, Reading development, Reading fluency, Response to intervention ; P50 HD052120, P50 HD052120-03 ; This NIH-funded author manuscript originally appeared in PubMed Central at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4132665. URL: http://purl.flvc.org/fsu/fd/FSU_pmch_25132688 https://doi.org/10.1037/a0014698 http://diginole.lib.fsu.edu/islandora/object/fsu%3A330624/datastream/TN/view/Modeling%20Oral%20Reading%20Fluency%20Development%20in%20Latino%20Students.jpg BASE Hide details 3 Writing fluency and quality in kindergarten and first grade: The role of attention, reading, transcription, and oral language. Kent, Shawn (authoraut); Wanzek, Jeanne (authoraut); Petscher, Yaacov (authoraut). BASE Show details 4 Towards an understanding of dimensions, predictors, and gender gap in written composition Kim, Young-Suk (authoraut); Al Otaiba, Stephanie (authoraut); Wanzek, Jeanne (authoraut). BASE Show details 5 Examining the contribution of handwriting and spelling to written expression in kindergarten children. Puranik, Cynthia S (authoraut); Al Otaiba, Stephanie (authoraut) BASE Show details 6 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); Al Otaiba, Stephanie (authoraut) BASE Show details 7 Towards an understanding of dimensions, predictors, and gender gap in written composition. Kim, Young-Suk (authoraut); Al Otaiba, Stephanie (authoraut); Wanzek, Jeanne (authoraut). BASE Show details 8 Writing Evaluation: Rater and Task Effects on the Reliability of Writing Scores for Children in Grades 3 and 4. Kim, Grace Young-Suk (authoraut); Schatschneider, Christopher (authoraut); Wanzek, Jeanne (authoraut). BASE Show details 9 Early Literacy Instruction and Intervention. Al Otaiba, Stephanie (authoraut); Foorman, Barbara (authoraut) BASE Show details 10 The Impact of Transcription Writing Interventions for First-Grade Students. Wanzek, Jeanne (authoraut); Gatlin, Brandy (authoraut); Al Otaiba, Stephanie (authoraut). 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. Al Otaiba, Stephanie (authoraut); Kim, Young-Suk (authoraut); Apel, Kenn (authoraut) BASE Show details 12 Kindergarten Predictors of Third Grade Writing. Kim, Young-Suk (authoraut); Al Otaiba, Stephanie (authoraut); Wanzek, Jeanne (authoraut) BASE Show details 13 The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners. Kim, Young-Suk (authoraut); Al Otaiba, Stephanie (authoraut); Puranik, Cynthia (authoraut). BASE Show details 14 The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners Kim, Young-Suk (authoraut); Al Otaiba, Stephanie (authoraut); Puranik, Cynthia (authoraut). BASE Show details 15 Predicting kindergartners' end of year spelling ability from their reading, alphabetic, vocabulary, and phonological awareness skills, and prior literacy experiences. Al Otaiba, Stephanie (authoraut); Puranik, Cynthia (authoraut); Rouby, Aaron D (authoraut). BASE Show details 16 The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners Kim, Young-Suk (authoraut); Al Otaiba, Stephanie (authoraut); Puranik, Cynthia (authoraut). BASE Show details 17 Effectiveness of Early Phonological Awareness Interventions for Students with Speech or Language Impairments. Al Otaiba, Stephanie (authoraut); Puranik, Cynthia (authoraut); Zilkowski, Robin (authoraut). BASE Show details 18 Kindergarten Predictors of Third Grade Writing Kim, Young-Suk (authoraut); Al Otaiba, Stephanie (authoraut); Wanzek, Jeanne (authoraut) 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 Apel, Kenn (authoraut); Al Otaiba, Stephanie (authoraut); Kim, Young-Suk (authoraut) BASE Show details 20 Relations among student attention behaviors, teacher practices, and beginning word reading skill. Sáez, Leilani (authoraut); Folsom, Jessica Sidler (authoraut); Al Otaiba, Stephanie (authoraut). BASE Show details Page: 1 2

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