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Direct linkXu, Qinfang; Tao, Sha; Li, Shifeng; Wang, Wenjing; Li, Beilei; Joshi, R. Malatesha – Journal of Educational Psychology, 2021
The purpose of this study was to examine the profiles of nonresponders among native Chinese-speaking students struggling in English reading before and after an intensive intervention in phonological awareness as well as letter knowledge. Struggling English learners (n = 72) were screened from 668 Grade 4 students based on their English word…
Descriptors: Foreign Countries, Elementary School Students, Grade 4, Response to Intervention
Download full textNese, Joseph F. T.; Anderson, Daniel; Irvin, P. Shawn; Alonzo, Julie – Behavioral Research and Teaching, 2018
This in-brief technical report documents the results from two different analytic approaches for examining the reliability of the slope for easyCBM® reading measures in Grades K-8. Results varied by grade, assessment measure, and the analytic approach. Results patterns are discussed.
Descriptors: Curriculum Based Assessment, Response to Intervention, Kindergarten, Grade 1
Pannell, Melissa – ProQuest LLC, 2012
The purpose of this study was to identify relationships that exist between reading ability in 3rd grade and phonological awareness in kindergarten. A second purpose was to identify specific prereading skills that best predict later reading success. This study used a quantitative research design to answer the research questions posed. The…
Descriptors: Reading Skills, Kindergarten, Grade 3, Elementary School Students
