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Direct linkClemens, Nathan H.; Lee, Kejin; Liu, Xiao; Boucher, Alexis; Al Otaiba, Stephanie; Simmons, Leslie – Journal of Educational Psychology, 2023
Significant attention and legislation have been directed to assessment intervention for students with word-level reading disability (WLRD; i.e., dyslexia). Scholars have called for similar attention to prevention-oriented approaches in which intervention is provided to students at risk for WLRD from the earliest grades. Progress monitoring is a…
Descriptors: Kindergarten, Emergent Literacy, Skill Development, Progress Monitoring
Jones, Francesca G.; Gifford, Diane; Yovanoff, Paul; Al Otaiba, Stephanie; Levy, Dawn; Allor, Jill – Focus on Autism and Other Developmental Disabilities, 2019
As part of standards-based reforms, there is increasing emphasis on ensuring that students with moderate intellectual disabilities (ID), including students with Autism Spectrum Disorders (ASD), learn to read. There is also converging evidence that explicit teaching of letter sounds, phonics, and sight words is effective for this population, but…
Descriptors: Alternative Assessment, Intellectual Disability, Progress Monitoring, Autism
Download full textMellado De La Cruz, Veronica; Al Otaiba, Stephanie; Hsiao, Yu-Yu; Clemens, Nathan H.; Jones, Fracesca G.; Rivas, Brenna K.; Brewer, Emily A.; Hagan-Burke, Shanna; Simmons, Leslie E. – Grantee Submission, 2019
The purpose of the study was to assess early literacy skills and examine the presence and stability of challenging behaviors across the critical threshold of the kindergarten school year. Students' (n = 337) literacy performance (letter sound fluency, word attack, and phonological awareness) and challenging behaviors (teacher ratings of…
Descriptors: Emergent Literacy, Kindergarten, Student Behavior, Behavior Problems
Jones, Francesca G.; Gifford, Diane; Yovanoff, Paul; Al Otaiba, Stephanie; Levy, Dawn; Allor, Jill – Grantee Submission, 2018
As part of standards-based reforms, there is increasing emphasis on ensuring that students with moderate intellectual disabilities (ID), including students with Autism Spectrum Disorders (ASD), learn to read. There is also converging evidence that explicit teaching of letter sounds, phonics, and sight words is effective for this population, but…
Descriptors: Alternative Assessment, Intellectual Disability, Progress Monitoring, Autism
Allor, Jill H.; Gifford, Diane B.; Al Otaiba, Stephanie; Miller, Saralyn J.; Cheatham, Jennifer P. – Remedial and Special Education, 2013
This multiple baseline study investigated the effectiveness of text-based reading lessons for students with intellectual disability (ID). Three students were selected who had not responded well to explicit and systematic reading instruction. They were provided with individual instruction in daily 45-min sessions for 14 weeks (approximately 70…
Descriptors: Mental Retardation, Reading Skills, Reading Instruction, Individual Instruction
Al Otaiba, Stephanie; Connor, Carol M.; Folsom, Jessica S.; Wanzek, Jeanne; Greulich, Luana; Schatschneider, Christopher; Wagner, Richard K. – Exceptional Children, 2014
This randomized controlled experiment compared the efficacy of two response-to-intervention (RTI) models--typical RTI and dynamic RTI--and included 34 first-grade classrooms (n = 522 students) across 10 socioeconomically and culturally diverse schools. Typical RTI was designed to follow the two-stage RTI decision rules that wait to assess response…
Descriptors: Intervention, Comparative Analysis, Control Groups, Experimental Groups
