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Kearns, Devin M.; Steacy, Laura M.; Compton, Donald L.; Gilbert, Jennifer K.; Goodwin, Amanda P.; Cho, Eunsoo; Lindstrom, Esther R.; Collins, Alyson A. – Journal of Learning Disabilities, 2016
Comprehensive models of derived polymorphemic word recognition skill in developing readers, with an emphasis on children with reading difficulty (RD), have not been developed. The purpose of the present study was to model individual differences in polymorphemic word recognition ability at the item level among 5th-grade children (N = 173)…
Descriptors: Word Recognition, Reading Difficulties, Individual Differences, Grade 5
Abbott, Robert D.; Berninger, Virginia W.; Fayol, Michel – Journal of Educational Psychology, 2010
Longitudinal structural equation modeling was used to evaluate longitudinal relationships across adjacent grade levels 1 to 7 for levels of language in writing (Model 1, subword letter writing, word spelling, and text composing) or writing and reading (Model 2, subword letter writing and word spelling and reading; Model 3, word spelling and…
Descriptors: Alphabets, Writing (Composition), Spelling, Beginning Reading
Maestas, Gary E. – ProQuest LLC, 2010
The problem investigated in this research study relates to the referral rate for special education evaluations between students of teachers who were exposed to the professional development and resources associated with the federally funded Reading First program and students of teachers who were not exposed to the program. The purpose of this study…
Descriptors: Research Design, Lunch Programs, Program Effectiveness, Multivariate Analysis
Case, Lisa Pericola; Speece, Deborah L.; Molloy, Dawn Eddy – School Psychology Review, 2003
Using a mixed-methodology, longitudinal design, individual differences and contextual factors related to differential response to general education instruction were examined. We tested a response-to-instruction model reflecting the first three phases of a model proposed by Fuchs and Fuchs (1998). We classified first- and second-grade children…
Descriptors: Reading Difficulties, Learning Problems, General Education, Validity