Citations (99)
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Jocelyn Kuhn & Craig A. Albers. (2022) Early Literacy Intervention for Culturally and Linguistically Diverse Students with Varying English Language Proficiency Levels. Journal of Applied School Psychology 38:4, pages 283-315.
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Lindsey N. Landry, Milena Keller-Margulis, Michael Matta, Hanjoe Kim, Jorge E. Gonzalez & G. Thomas Schanding$suffix/text()$suffix/text(). (2022) Long-Term Validity and Diagnostic Accuracy of Kindergarten Acadience Reading with English Learners. School Psychology Review 51:4, pages 454-467.
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Wendy Gonzales & Marie Tejero Hughes. (2021) Leveraging a Spanish Literacy Intervention to Support Outcomes of English Learners. Reading Psychology 42:4, pages 411-434.
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Tawanda Majoko. (2018) Effectiveness of special and inclusive teaching in early childhood education in Zimbabwe. Early Child Development and Care 188:6, pages 785-799.
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Lisa M. Bowers & Ilsa Schwarz. (2018) Preventing Summer Learning Loss: Results of a Summer Literacy Program for Students from Low-SES Homes. Reading & Writing Quarterly 34:2, pages 99-116.
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Ethan R. Van Norman, David A. Klingbeil & Peter M. Nelson. (2017) Posttest Probabilities: An Empirical Demonstration of Their Use in Evaluating the Performance of Universal Screening Measures Across Settings. School Psychology Review 46:4, pages 349-362.
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Amanda M. VanDerHeyden, Robin S. Codding & Ryan Martin. (2017) Relative Value of Common Screening Measures in Mathematics. School Psychology Review 46:1, pages 65-87.
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S. Tzivinikou & K. Papoutsaki. (2016) Studying teaching methods, strategies and best practices for young children with special educational needs. Early Child Development and Care 186:6, pages 971-980.
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Dustin Kai-Yan Lau, Man-Tak Leung, Yuan Liang & Jason Chor Ming Lo. (2015) Predicting the naming of regular-, irregular- and non-phonetic compounds in Chinese. Clinical Linguistics & Phonetics 29:8-10, pages 776-792.
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Jeanie Nam Han, Michael L. Vanderwood & Catherine Y. Lee. (2015) Predictive Validity of Early Literacy Measures for Korean English Language Learners in the United States. International Journal of School & Educational Psychology 3:3, pages 178-188.
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Christian Winterbottom & Shayne B. Piasta. (2015) Does Accreditation Matter? School Readiness Rates for Accredited Versus Nonaccredited Child Care Facilities in Florida’s Voluntary Pre-Kindergarten Program. Journal of Research in Childhood Education 29:1, pages 60-72.
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Matthew R. DuBois, Robert J. Volpe & Elizabeth M. Hemphill. (2014) A Randomized Trial of a Computer-Assisted Tutoring Program Targeting Letter-Sound Expression. School Psychology Review 43:2, pages 210-221.
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Oscar Jiménez-Castellanos, Jay Blanchard, Kim Atwill & Margarita Jiménez-Silva. (2014) Beginning English Literacy Development and Achievement Among Spanish-Speaking Children in Arizona’s English-Only Classrooms: A Four-Year Two-Cohort Longitudinal Study. International Multilingual Research Journal 8:2, pages 104-123.
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Gary Adams, Steve Cathers, James Swezey & Tara Haskins. (2012) Response to “Dynamic Indicators of Basic Early Literacy Skills (DIBELS)” by Kamii and Manning. Journal of Research in Childhood Education 26:4, pages 427-434.
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Samantha Kane Salvador, Jason Schoeneberger, Lynne Tingle & Bob Algozzine. (2012) Relationship between second grade oral reading fluency and third grade reading. Assessment in Education: Principles, Policy & Practice 19:3, pages 341-356.
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Mary Abbott, Howard Wills, Angela Miller & Journ Kaufman. (2012) The Relationship of Error Rate and Comprehension in Second and Third Grade Oral Reading Fluency. Reading Psychology 33:1-2, pages 104-132.
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Wendy Moore & Lorraine Hammond. (2011) Using education assistants to help pave the road to literacy: Supporting oral language, letter-sound knowledge and phonemic awareness in the pre-primary year. Australian Journal of Learning Difficulties 16:2, pages 85-110.
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Athena
Lentini McAlenney & MichaelD. Coyne. (2011) Identifying At-Risk Students for Early Reading Intervention: Challenges and Possible Solutions. Reading & Writing Quarterly 27:4, pages 306-323.
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Teri Wallace, Renáta Tichá & Kathy Gustafson. (2010) Technical Characteristics of General Outcome Measures (GOMs) in Reading for Students With Significant Cognitive Disabilities. Reading & Writing Quarterly 26:4, pages 333-360.
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Scott
J. Goldberg, Elana
R. Weinberger, Nina
E. Goodman & Shoshana Ross. (2010) Development of an Early Hebrew Oral Reading Fluency Measure. Journal of Jewish Education 76:3, pages 198-214.
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Mary Abbott, Howard Wills, CharlesR. Greenwood, Debra Kamps, Linda Heitzman-Powell & James Selig. (2010) The Combined Effects of Grade Retention and Targeted Small-Group Intervention on Students' Literacy Outcomes. Reading & Writing Quarterly 26:1, pages 4-25.
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Keith Zvoch. (2009) A Longitudinal Examination of the Academic Year and Summer Learning Rates of Full- and Half-Day Kindergartners. Journal of Education for Students Placed at Risk (JESPAR) 14:4, pages 311-333.
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Hank Fien, EdwardJ. Kame'enui & Roland Good. (2009) Schools engaged in school-wide reading reform: an examination of the school and individual student predictors of kindergarten early reading outcomes. School Effectiveness and School Improvement 20:1, pages 1-25.
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AmyR. Hoffman, JeanneE. Jenkins & S.
Kay Dunlap. (2009) Using DIBELS: A Survey of Purposes and Practices. Reading Psychology 30:1, pages 1-16.
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RoxanneF. Hudson, PaigeC. Pullen, HollyB. Lane & JosephK. Torgesen. (2008) The Complex Nature of Reading Fluency: A Multidimensional View. Reading & Writing Quarterly 25:1, pages 4-32.
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Chuang Wang, Erik Porfeli & Bob Algozzine. (2008) Development of Oral Reading Fluency in Young Children at Risk for Failure. Journal of Education for Students Placed at Risk (JESPAR) 13:4, pages 402-425.
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Chuang Wang & Bob Algozzine. (2008) Effects of Targeted Intervention on Early Literacy Skills of At-Risk Students. Journal of Research in Childhood Education 22:4, pages 425-439.
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Doug Marston, Mary Pickart, Amy Reschly, David Heistad, Paul Muyskens & Gerald Tindal. (2007) Early Literacy Measures for Improving Student Reading Achievement: Translating Research Into Practice. Exceptionality 15:2, pages 97-117.
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Susan
Trostle Brand. (2006) Facilitating Emergent Literacy Skills: A Literature-Based, Multiple Intelligence Approach. Journal of Research in Childhood Education 21:2, pages 133-148.
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Rana Alkhamra, Hanady Bani Hani, Aya Al-Jazi & Hatem Alkhamra. The Arabic-Phonological Processing Test (A-PPT): development, validity, and reliability. Speech, Language and Hearing 0:0, pages 1-13.
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Articles from other publishers (69)
Sunaina Shenoy, Anuj Iyer & Siamack Zahedi. (2022) Phonics-Based Instruction and Improvement in Foundational Reading Skills of Kindergartners in the Indian Schooling Context. Early Childhood Education Journal 52:1, pages 73-85.
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Matthew K. Burns, Amanda M. VanDerHeyden, McKinzie D. Duesenberg-Marshall, Monica E. Romero, Mallory A. Stevens, Jared T. Izumi & Elizabeth M. McCollom. (2022) Decision Accuracy of Commonly Used Dyslexia Screeners Among Students Who Are Potentially at Risk for Reading Difficulties. Learning Disability Quarterly 46:4, pages 306-316.
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Milena A. Keller-Margulis, Michael Matta, Lindsey Landry Pierce, Katherine Zopatti, Erin K. Reid & G. Thomas Schanding. (2022) A Comparison of Reading Screeners in Kindergarten: The Texas Primary Reading Inventory and Acadience Reading With English Learners and Monolingual English Speakers. Assessment for Effective Intervention 48:3, pages 127-137.
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Siamack Zahedi, Anuj Iyer, Rhea Jaffer, Sunaina Shenoy & Radhika Shourie. (2022) A Systems Approach to Improving Foundational Reading Skills at a Preschool in India. Education Sciences 12:12, pages 878.
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Sandro Misciagna. 2022. Learning Disabilities - Neurobiology, Assessment, Clinical Features and Treatments. Learning Disabilities - Neurobiology, Assessment, Clinical Features and Treatments.
Leah Fabiano-Smith, Chelsea Privette & Lingling An. (2021) Phonological Measures for Bilingual Spanish-English–Speaking Preschoolers: The Language Combination Effect. Journal of Speech, Language, and Hearing Research 64:10, pages 3942-3968.
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Helena Hodgins & Gina L. Harrison. (2021) Improving phonological awareness with Talking Tables in at-risk kindergarten readers. Research in Developmental Disabilities 115, pages 103996.
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Alison S. Cheng, Ying Qi Kang, Tammy S.H. Lim & Elizabeth S. Ragen. (2021) Minimizing risk of infection when using developmental and psychological assessment tools. The Nurse Practitioner 46:6, pages 12-16.
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Stacy-Ann A. January & David A. Klingbeil. (2020) Universal screening in grades K-2: A systematic review and meta-analysis of early reading curriculum-based measures. Journal of School Psychology 82, pages 103-122.
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Alejandrina Cristia, Gianmatteo Farabolini, Camila Scaff, Naomi Havron & Jonathan Stieglitz. (2020) Infant-directed input and literacy effects on phonological processing: Non-word repetition scores among the Tsimane’. PLOS ONE 15:9, pages e0237702.
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Yaacov Petscher & Sharon Koon. (2018) Moving the Needle on Evaluating Multivariate Screening Accuracy. Assessment for Effective Intervention 45:2, pages 83-94.
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Jonah Ruddy, Dennis Ciancio, Christopher H. Skinner & Megan Blonder. (2018) Receiver Operating Characteristic Analysis of Oral Reading Fluency Predicting Broad Reading Scores. Contemporary School Psychology 23:3, pages 245-257.
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Thomas J. Gross, Ryan L. Farmer & Sarah E. Ochs. (2018) Evidence-Based Assessment: Best Practices, Customary Practices, and Recommendations for Field-Based Assessment. Contemporary School Psychology 23:3, pages 304-326.
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Sotiria Tzivinikou. 2019. Early Childhood Education. Early Childhood Education.
Keith Zvoch & Mark C. Robertson. (2017) Multivariate summer school effects. Studies in Educational Evaluation 55, pages 145-152.
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Matthew Quirk, Erin Dowdy, Ariel Goldstein & Katherine Carnazzo. (2017) School Readiness as a Longitudinal Predictor of Social-Emotional and Reading Performance Across the Elementary Grades. Assessment for Effective Intervention 42:4, pages 248-253.
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Amanda M. VanDerHeyden, Robin S. Codding & Ryan Martin. (2017) Relative Value of Common Screening Measures in Mathematics. School Psychology Review 46:1, pages 65-87.
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Frank Ridzi, Monica Sylvia, Xiaofen Qiao & Jeff Craig. (2016) The Imagination Library Program and Kindergarten Readiness. Journal of Applied Social Science 11:1, pages 11-24.
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Seth D. Laracy, Robin L. Hojnoski & Bridget V. Dever. (2016) Assessing the Classification Accuracy of Early Numeracy Curriculum-Based Measures Using Receiver Operating Characteristic Curve Analysis. Assessment for Effective Intervention 41:3, pages 172-183.
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Keith Zvoch. (2016) The Use of Piecewise Growth Models to Estimate Learning Trajectories and RtI Instructional Effects in a Comparative Interrupted Time-Series Design. The Elementary School Journal 116:4, pages 699-720.
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Keith Smolkowski & Kelli D. Cummings. (2015) Evaluation of the DIBELS (Sixth Edition) Diagnostic System for the Selection of Native and Proficient English Speakers at Risk of Reading Difficulties. Journal of Psychoeducational Assessment 34:2, pages 103-118.
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Keith Smolkowski, Kelli D. Cummings & Lisa Strycker. 2016. The Fluency Construct. The Fluency Construct
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Keith Smolkowski & Kelli D. Cummings. (2015) Evaluation of Diagnostic Systems. Assessment for Effective Intervention 41:1, pages 41-54.
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Kendall Jeffries DeLoatche, Kathy L. Bradley-Klug, Julia Ogg, Jeffrey D. Kromrey & Ashley N. Sundman-Wheat. (2014) Increasing Parent Involvement Among Head Start Families: A Randomized Control Group Study. Early Childhood Education Journal 43:4, pages 271-279.
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Douglas B. Petersen & Ronald B. Gillam. (2013) Predicting Reading Ability for Bilingual Latino Children Using Dynamic Assessment. Journal of Learning Disabilities 48:1, pages 3-21.
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Stephen P. Kilgus, Scott A. Methe, Daniel M. Maggin & Jessica L. Tomasula. (2014) Curriculum-based measurement of oral reading (R-CBM): A diagnostic test accuracy meta-analysis of evidence supporting use in universal screening. Journal of School Psychology 52:4, pages 377-405.
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Rollanda E. O’Connor, Kathleen M. Bocian, Victoria Sanchez & Kristen D. Beach. (2012) Access to a Responsiveness to Intervention Model. Journal of Learning Disabilities 47:4, pages 307-328.
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Ron Dumont, John O. Willis, Kathleen Viezel & Jamie Zibulsky. 2013. Encyclopedia of Special Education. Encyclopedia of Special Education.
Kimberly Zoder-Martell, Brad Dufrene, Heather Sterling, Daniel Tingstrom, John Blaze, Neelima Duncan & Lauren Harpole. (2013) Effects of Verbal and Graphed Feedback on Treatment Integrity. Journal of Applied School Psychology 29:4, pages 328-349.
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Lisa M. Bowers & Ilsa Schwarz. (2013) Assessing Response to Basic Concept Instruction. Communication Disorders Quarterly 34:4, pages 221-231.
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Matthew Quirk, Karen Nylund-Gibson & Michael Furlong. (2013) Exploring patterns of Latino/a children's school readiness at kindergarten entry and their relations with Grade 2 achievement. Early Childhood Research Quarterly 28:2, pages 437-449.
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Kent McIntosh, Wendy M. Reinke, Joanna L. Kelm & Carol A. Sadler. (2012) Gender Differences in Reading Skill and Problem Behavior in Elementary School. Journal of Positive Behavior Interventions 15:1, pages 51-60.
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Edward S. Shapiro, Alexandra Hilt-Panahon, Karen L. Gischlar, Kathleen Semeniak, Erin Leichman & Shelly Bowles. (2011) An Analysis of Consistency Between Team Decisions and Reading Assessment Data Within an RTI Model. Remedial and Special Education 33:6, pages 335-347.
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Robert J. Volpe, Gregory I. Young, Maureen G. Piana & Anne F. Zaslofsky. (2011) Integrating Classwide Early Literacy Intervention and Behavioral Supports. Journal of Positive Behavior Interventions 14:1, pages 56-64.
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Desiree W. Murray, David L. Rabiner & Kristina K. Hardy. (2010) Teacher Management Practices for First Graders With Attention Problems. Journal of Attention Disorders 15:8, pages 638-645.
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Jack A. Naglieri, Paul LeBuffe & Valerie B. Shapiro. (2011) Universal screening for social–emotional competencies: A study of the reliability and validity of the DESSA‐mini. Psychology in the Schools 48:7, pages 660-671.
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Yaacov Petscher, Young-Suk Kim & Barbara R. Foorman. (2011) *The Importance of Predictive Power in Early Screening Assessments. Assessment for Effective Intervention 36:3, pages 158-166.
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Hank Fien, Jean Louise M. Smith, Scott K. Baker, Erin Chaparro, Doris Luft Baker & Jorge A. Preciado. (2010) *Including English Learners in a Multitiered Approach to Early Reading Instruction and Intervention. Assessment for Effective Intervention 36:3, pages 143-157.
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Amanda M. Vanderheyden. (2011) Technical Adequacy of Response to Intervention Decisions. Exceptional Children 77:3, pages 335-350.
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Desiree W. MurrayAnn Childress, John Giblin, David Williamson, Robert Armstrong & H. Lynn Starr. (2011) Effects of OROS Methylphenidate on Academic, Behavioral, and Cognitive Tasks in Children 9 to 12 Years of Age With Attention-Deficit/Hyperactivity Disorder. Clinical Pediatrics 50:4, pages 308-320.
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Stacy D. Martin & Edward S. Shapiro. (2011) Examining the accuracy of teachers' judgments of DIBELS performance. Psychology in the Schools 48:4, pages 343-356.
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Matthew K. Burns, Heather Kwoka, Becky Lim, Melissa Crone, Katherine Haegele, David C. Parker, Shawna Petersen & Sarah E. Scholin. (2010) Minimum reading fluency necessary for comprehension among second‐grade students. Psychology in the Schools 48:2, pages 124-132.
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Gina Biancarosa, Anthony S. Bryk & Emily R. Dexter. (2010) Assessing the Value-Added Effects of Literacy Collaborative Professional Development on Student Learning. The Elementary School Journal 111:1, pages 7-34.
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David L. Rabiner, Desiree W. Murray, Ann T. Skinner & Patrick S. Malone. (2009) A Randomized Trial of Two Promising Computer-Based Interventions for Students with Attention Difficulties. Journal of Abnormal Child Psychology 38:1, pages 131-142.
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Jason M. Nelson. (2008) Psychometric Properties of the Texas Primary Reading Inventory for Early Reading Screening in Kindergarten. Assessment for Effective Intervention 35:1, pages 45-53.
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Melissa A. Reid, James C. DiPerna, Paul L. Morgan & Pui Wa Lei. (2009) Reliability and validity evidence for the EARLI literacy probes. Psychology in the Schools 46:10, pages 1023-1035.
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Catherine T. Goffreda, James Clyde Diperna & Jason A. Pedersen. (2009) Preventive screening for early readers: Predictive validity of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Psychology in the Schools 46:6, pages 539-552.
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Panayiota Kendeou, Robert Savage & Paul van den Broek. (2010) Revisiting the simple view of reading. British Journal of Educational Psychology 79:2, pages 353-370.
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Mack D. Burke, Shanna Hagan-Burke, Oiman Kwok & Richard Parker. (2008) Predictive Validity of Early Literacy Indicators From the Middle of Kindergarten to Second Grade. The Journal of Special Education 42:4, pages 209-226.
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Sebastian P. Suggate. (2009) School entry age and reading achievement in the 2006 Programme for International Student Assessment (PISA). International Journal of Educational Research 48:3, pages 151-161.
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Melissa K. Bergstrom. (2017) Professional Development in Response to Intervention: Implementation of a Model in a Rural Region. Rural Special Education Quarterly 27:4, pages 27-36.
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Alysia D. Roehrig, Yaacov Petscher, Stephen M. Nettles, Roxanne F. Hudson & Joseph K. Torgesen. (2008) Accuracy of the DIBELS Oral Reading Fluency Measure for Predicting Third Grade Reading Comprehension Outcomes. Journal of School Psychology 46:3, pages 343-366.
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Debra Kamps, Mary Abbott, Charles Greenwood, Howard Wills, Mary Veerkamp & Jorun Kaufman. (2008) Effects of Small-Group Reading Instruction and Curriculum Differences for Students Most at Risk in Kindergarten. Journal of Learning Disabilities 41:2, pages 101-114.
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Stephen N. Elliott, Nan Huai & Andrew T. Roach. (2007) Universal and early screening for educational difficulties: Current and future approaches. Journal of School Psychology 45:2, pages 137-161.
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Todd A. Glover & Craig A. Albers. (2007) Considerations for evaluating universal screening assessments. Journal of School Psychology 45:2, pages 117-135.
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Mack D. BurkeShanna Hagan-Burke. (2016) Concurrent Criterion-Related Validity of Early Literacy Indicators for Middle of First Grade. Assessment for Effective Intervention 32:2, pages 66-77.
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Shanna Hagan-Burke, Mack D. Burke & Clay Crowder. (2016) The Convergent Validity of the Dynamic Indicators of Basic Early Literacy Skills and the Test of Word Reading Efficiency for the Beginning of First Grade. Assessment for Effective Intervention 31:4, pages 1-15.
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Benjamin Silberglitt & John Hintze. (2016) Formative Assessment Using Cbm-R Cut Scores To Track Progress Toward Success On State-Mandated Achievement Tests: a Comparison of Methods. Journal of Psychoeducational Assessment 23:4, pages 304-325.
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Yumiko Sekino & John Fantuzzo. (2016) Validity of the Child Observation Record: An Investigation of the Relationship between Cor Dimensions and Social-Emotional and Cognitive Outcomes for Head Start Children. Journal of Psychoeducational Assessment 23:3, pages 242-260.
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