about
Preparing beginning reading teachers: An experimental comparison of initial early literacy field experiencesEffectiveness of Early Phonological Awareness Interventions for Students with Speech or Language Impairments.Evidence-Based Reading Instruction for Individuals with Autism Spectrum Disorders.An Examination of Kindergarten Oral Language for African American Students: Are There Meaningful Differences in Comparison to Peers?The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners.Assessment Data-Informed Guidance to Individualize Kindergarten Reading Instruction: Findings from a Cluster-Randomized Control Field TrialModeling Oral Reading Fluency Development in Latino Students: A Longitudinal Study Across Second and Third Grade.Writing fluency and quality in kindergarten and first grade: The role of attention, reading, transcription, and oral language.Early Literacy Instruction and InterventionHome Literacy Environments of Young Children with Down Syndrome: Findings from a Web-based Survey.Long Term Effects of First Grade Multi-Tier Intervention.The Relationship of Print Reading in Tier I Instruction and Reading Achievement for Kindergarten Students At-Risk for Reading Difficulties.Understanding Inadequate Response to First Grade Multi-Tier Intervention: Nomothetic and Idiographic Perspectives."Waiting to Fail" Redux: Understanding Inadequate Response to Intervention.To Wait in Tier 1 or Intervene Immediately: A Randomized Experiment Examining First Grade Response to Intervention (RTI) in Reading.Identifying and Intervening with Beginning Readers Who Are At-Risk for Dyslexia: Advances in Individualized Classroom Instruction.Teaching Word Identification to Students with Reading Difficulties and Disabilities.Kindergarten Predictors of Third Grade Writing.Socioeconomic and gender group differences in early literacy skills: a multiple-group confirmatory factor analysis approach.Towards an understanding of dimensions, predictors, and gender gap in written composition.Componential skills of beginning writing: An exploratory studyDevelopment of oral reading fluency in children with speech or language impairments: a growth curve analysisDevelopmental trajectories of writing skills in first grade: Examining the effects of SES and language and/or speech impairmentsThe componential model of reading: predicting first grade reading performance of culturally diverse students from ecological, psychological, and cognitive factors assessed at kindergarten entryRelations among student attention behaviors, teacher practices, and beginning word reading skill.Amount of Time in Print Reading in General Education Kindergarten Classrooms: What Does It Look Like for Students At-risk for Reading Difficulties?A longitudinal cluster-randomized controlled study on the accumulating effects of individualized literacy instruction on students' reading from first through third grade.Response to Intervention.THE CHALLENGING ROLE OF A READING COACH, A CAUTIONARY TALE.Professional development to differentiate kindergarten Tier 1 instruction: Can already effective teachers improve student outcomes by differentiating Tier 1 instruction?Advanced Reading Comprehension Expectations in Secondary School: Considerations for Students with Emotional or Behavior Disorders.Language, literacy, attentional behaviors, and instructional quality predictors of written composition for first graders.The relation of linguistic awareness and vocabulary to word reading and spelling for first-grade students participating in response to interventionOral Reading Fluency Development for Children with Emotional Disturbance or Learning Disabilities.Exploring the Amount and Type of Writing Instruction during Language Arts Instruction in Kindergarten Classrooms.Academic Responding During Instruction and Reading Outcomes for Kindergarten Students At-risk for Reading Difficulties.Evaluating the dimensionality of first-grade written composition.End-of-Kindergarten Spelling Outcomes: How Can Spelling Error Analysis Data Inform Beginning Reading Instruction?Theorization and an Empirical Investigation of the Component-Based and Developmental Text Writing Fluency Construct.Improving Professional Development to Enhance Reading Outcomes for Students in Special Education.
P50
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P50
description
onderzoeker
@nl
researcher
@en
հետազոտող
@hy
name
Stephanie Al Otaiba
@ast
Stephanie Al Otaiba
@en
Stephanie Al Otaiba
@es
Stephanie Al Otaiba
@nl
type
label
Stephanie Al Otaiba
@ast
Stephanie Al Otaiba
@en
Stephanie Al Otaiba
@es
Stephanie Al Otaiba
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prefLabel
Stephanie Al Otaiba
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Stephanie Al Otaiba
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Stephanie Al Otaiba
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Stephanie Al Otaiba
@nl
P106
P31
P496
0000-0001-7125-3791