Early Detection of Dyslexia Risk: Development of Brief, Teacher-Administered Screens [0.03%]
阅读障碍风险的早期发现：简短的教学管理筛查的发展
Jack M Fletcher,David J Francis,Barbara R Foorman et al.
Jack M Fletcher et al.
Many states now mandate early screening for dyslexia, but vary in how they address these mandates. There is confusion about the nature of screening versus diagnostic assessments, risk versus diagnosis, concurrent versus predictive validity,...
The Mathematical Performance of At-Risk First Graders as a Function of Limited English Proficiency Status [0.03%]
英语水平限制对一年级学生数学表现的影响：特别关注学习能力较弱的学生
BrittanyLee N Martin,Lynn S Fuchs
BrittanyLee N Martin
The purpose of this study was to explore interactions between limited English proficiency (LEP) status, as a function of risk status (low math performance at the start of the school year), on computation and word-problem solving performance...
Executive Functions and Response to Intervention: Identification of Students Struggling with Reading Comprehension [0.03%]
执行功能与补救干预：识别阅读理解困难的学生
Jeremy Miciak,Paul T Cirino,Yusra Ahmed et al.
Jeremy Miciak et al.
Inadequate responders demonstrate significant risk for learning disabilities. Previous investigations of the cognitive profiles of inadequate and adequate responders have not included measures of executive functions (EF), which have well-do...
Matthew Effects for Whom? [0.03%]
惠及谁的马太效应？
Paul L Morgan,George Farkas,Jacob Hibel
Paul L Morgan
Which children are most at risk of experiencing a Matthew effect in reading? We investigated this question using population-based methodology. First, we identified children entering kindergarten on socio-demographic factors (i.e., gender, r...
Understanding Inadequate Response to First Grade Multi-Tier Intervention: Nomothetic and Idiographic Perspectives [0.03%]
从共性和个性角度理解对一年级分层干预的反应不足
Luana Greulich,Stephanie Al Otaiba,Christopher Schatschneider et al.
Luana Greulich et al.
The purpose of this study was to use a mixed methods approach to learn about inadequate response to a year-long multi-tier RTI model that allowed first-grade students to move up and down tiers. Participants were 156 students who received su...
Mercedes Spencer,Richard K Wagner,Christopher Schatschneider et al.
Mercedes Spencer et al.
The present study seeks to evaluate a hybrid model of identification that incorporates response-to-intervention (RTI) as a one of the key symptoms of reading disability. The one-year stability of alternative operational definitions of readi...
"Waiting to Fail" Redux: Understanding Inadequate Response to Intervention [0.03%]
“听之任之”再思考：理解反应不足的干预措施
Stephanie Al Otaiba,Richard K Wagner,Brett Miller
Stephanie Al Otaiba
This introduction to the special issue provides an overview of the promise, but also the ongoing challenges, related to Response to Intervention (RTI) as a means of both prevention and identification of reading disabilities. We conclude by ...
Why Intensive Interventions Matter: Longitudinal Studies of Adolescents With Reading Disabilities and Poor Reading Comprehension [0.03%]
高强度干预的重要性：阅读障碍及阅读理解能力差的青少年纵向研究
Michael Solis,Jeremy Miciak,Sharon Vaughn et al.
Michael Solis et al.
We describe findings from a series of longitudinal studies utilizing a response to intervention framework implemented over 3 years with students in Grades 6 through 8 with reading disabilities and poor reading comprehension. Students were i...
The Relationship of Print Reading in Tier I Instruction and Reading Achievement for Kindergarten Students At-Risk for Reading Difficulties [0.03%]
一级阅读教学中打印阅读与有阅读困难风险的幼儿园学生的阅读成就之间的关系
Jeanne Wanzek,Greg Roberts,Stephanie Al Otaiba et al.
Jeanne Wanzek et al.
For many students at risk for reading difficulties, effective, early reading instruction can improve reading outcomes and set them on a positive reading trajectory. Thus, response-to-intervention models include a focus on a student's Tier I...
Predicting kindergartners' end of year spelling ability from their reading, alphabetic, vocabulary, and phonological awareness skills, and prior literacy experiences [0.03%]
幼儿阅读、字母、词汇和音位意识技能以及先前的读写经历对其一年后拼写能力的影响预测研究
Stephanie Al Otaiba,Cynthia Puranik,Aaron D Rouby et al.
Stephanie Al Otaiba et al.
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 ac...