Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 0 |
Since 2016 (last 10 years) | 2 |
Since 2006 (last 20 years) | 3 |
Descriptor
Author
Baker, Doris Luft | 2 |
Baker, Scott King | 2 |
Burns, Darci | 2 |
Kame'enui, Edward J. | 2 |
Smolkowski, Keith | 2 |
Fisher, Philip A., | 1 |
Kim, Hyoun K., | 1 |
Pears, Katherine C. | 1 |
Yoerger, Karen | 1 |
Publication Type
Reports - Research | 3 |
Journal Articles | 1 |
Education Level
Early Childhood Education | 2 |
Elementary Education | 2 |
Grade 1 | 2 |
Primary Education | 2 |
Preschool Education | 1 |
Audience
Location
Texas | 2 |
Laws, Policies, & Programs
Assessments and Surveys
Dynamic Indicators of Basic… | 3 |
Stanford Achievement Tests | 2 |
Clinical Evaluation of… | 1 |
What Works Clearinghouse Rating
Meets WWC Standards without Reservations | 1 |
Meets WWC Standards with or without Reservations | 1 |
Pears, Katherine C.; Kim, Hyoun K.,; Fisher, Philip A.,; Yoerger, Karen – Grantee Submission, 2016
Two hundred and nine children receiving early childhood special education services for developmental disabilities or delays who also had behavioral, social, or attentional difficulties were included in a study of an intervention to increase school readiness, including early literacy skills. Results showed that the intervention had a significant…
Descriptors: Emergent Literacy, Preschool Education, Developmental Disabilities, Developmental Delays
Baker, Doris Luft; Burns, Darci; Kame'enui, Edward J.; Smolkowski, Keith; Baker, Scott King – Learning Disability Quarterly, 2016
This study examines the effect of 30 min of small group explicit instruction on reading outcomes for first-grade Spanish-speaking English learners (ELs) at risk of reading difficulties. Participants were 78 ELs from seven schools who were receiving Spanish only, or Spanish and English, whole group reading instruction in first grade. Students were…
Descriptors: Small Group Instruction, Reading Instruction, Grade 1, Elementary School Students
Baker, Doris Luft; Burns, Darci; Kame'enui, Edward J.; Smolkowski, Keith; Baker, Scott King – Grantee Submission, 2015
This study examines the effect of 30 min of small group explicit instruction on reading outcomes for first-grade Spanish-speaking English learners (ELs) at risk of reading difficulties. Participants were 78 ELs from seven schools who were receiving Spanish only, or Spanish and English, whole group reading instruction in first grade. Students were…
Descriptors: Small Group Instruction, Reading Instruction, Grade 1, Elementary School Students