Literature DB >> 19325710

Reducing the Incidence of Early Reading Difficulties: Professional Development for Classroom Teachers vs. Direct Interventions for Children.

Donna M Scanlon1, Lynn M Gelzheiser, Frank R Vellutino, Christopher Schatschneider, Joan M Sweeney.   

Abstract

Entities:  

Year:  2008        PMID： 19325710      PMCID： PMC2659758          DOI： 10.1016/j.lindif.2008.05.002

Source DB:  PubMed          Journal:  Learn Individ Differ        ISSN： 1041-6080


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  3 in total

1.  Layers of reading intervention in kindergarten through third grade: changes in teaching and student outcomes.

Authors:  Rollanda E O'Connor; Deborah Fulmer; Kristin R Harty; Kathryn M Bell
Journal:  J Learn Disabil       Date:  2005 Sep-Oct

Review 2.  Phonological recoding and self-teaching: sine qua non of reading acquisition.

Authors:  D L Share
Journal:  Cognition       Date:  1995-05

3.  Response to intervention as a vehicle for distinguishing between children with and without reading disabilities: Evidence for the role of kindergarten and first-grade interventions.

Authors:  Frank R Vellutino; Donna M Scanlon; Sheila Small; Diane P Fanuele
Journal:  J Learn Disabil       Date:  2006 Mar-Apr
  3 in total
  4 in total

1.  Assessment Data-Informed Guidance to Individualize Kindergarten Reading Instruction: Findings from a Cluster-Randomized Control Field Trial.

Authors:  Stephanie Al Otaiba; Carol M Connor; Jessica Sidler Folsom; Luana Greulich; Jane Meadows; Zhi Li
Journal:  Elem Sch J       Date:  2011-06

2.  Prediction and stability of mathematics skill and difficulty.

Authors:  Rebecca B Martin; Paul T Cirino; Marcia A Barnes; Linda Ewing-Cobbs; Lynn S Fuchs; Karla K Stuebing; Jack M Fletcher
Journal:  J Learn Disabil       Date:  2012-03-05

Review 3.  Dynamic assessment and response to intervention: two sides of one coin.

Authors:  Elena L Grigorenko
Journal:  J Learn Disabil       Date:  2008-12-10

4.  Professional development to differentiate kindergarten Tier 1 instruction: Can already effective teachers improve student outcomes by differentiating Tier 1 instruction?

Authors:  Stephanie Al Otaiba; Jessica S Folsom; Jeannie Wanzek; Luana Greulich; Jessica Wasche; Christopher Schatschneider; Carol Connor
Journal:  Read Writ Q       Date:  2015-12-21
  4 in total

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