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| In 2025 | 3 |
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| Christina Novelli | 2 |
| Kelly J. Williams | 2 |
| Brennan W. Chandler | 1 |
| Emily A. Farris | 1 |
| Jessica R. Toste | 1 |
| Sally K. Fluhler | 1 |
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| Journal Articles | 2 |
| Reports - Descriptive | 2 |
| Reports - Evaluative | 1 |
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| Elementary Education | 2 |
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Direct linkKelly J. Williams; Christina Novelli – Intervention in School and Clinic, 2025
There is a strong connection between word reading and spelling development. Students' spelling can provide insights into their word-level reading skills and inform intensive reading interventions delivered within a data-based individualization framework. The purpose of this article is to describe the linguistic knowledge bases that connect word…
Descriptors: Intervention, Spelling, Reading, Special Education
Jessica R. Toste; Sally K. Fluhler; Emily A. Farris; Brennan W. Chandler – Intervention in School and Clinic, 2025
Students with reading disabilities require instruction and intensive intervention targeted to their current learning needs. Through data-based instruction, educators can monitor student's performance and make adjustments to instruction to better address student needs using both progress monitoring and diagnostic assessment. This article provides…
Descriptors: Reading Fluency, Reading Difficulties, Students with Disabilities, Intervention
Kelly J. Williams; Christina Novelli – Grantee Submission, 2025
There is a strong connection between word-reading and spelling development. Students' spelling can provide insight into their word-level reading skills and inform intensive reading interventions delivered within a data-based individualization framework. The purpose of this article is to describe the linguistic knowledge bases that connect word…
Descriptors: Spelling, Word Recognition, Reading Processes, Reading Instruction
