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Journal of Research on Educational Effectiveness Volume 7, 2014 - Issue 3: Learning Disabilities Research Studies: Findings From NICHD-Funded Projects
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INTERVENTION, EVALUATION, AND POLICY STUDIES

Long-Term Effects of First-Grade Multitier Intervention

Stephanie Al OtaibaSouthern Methodist University, Dallas, Texas, USACorrespondence[email protected]
,
Young-Suk KimFlorida State University, Tallahassee, Florida, USA
,
Jeanne WanzekFlorida State University, Tallahassee, Florida, USA
,
Yaacov PetscherFlorida State University, Tallahassee, Florida, USA
&
Richard K. WagnerFlorida State University, Tallahassee, Florida, USA
Pages 250-267 | Published online: 30 Jun 2014

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Robert Savage, George Georgiou, Rauno Parrila, Kristina Maiorino, Kristy Dunn & Giovani Burgos. (2020) The Effects of Teaching Complex Grapheme-Phoneme Correspondences: Evidence from a Dual Site Cluster Trial with At-Risk Grade 2 Students. Scientific Studies of Reading 24:4, pages 321-337.
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Russell Gersten, Kelly Haymond, Rebecca Newman-Gonchar, Joseph Dimino & Madhavi Jayanthi. (2020) Meta-Analysis of the Impact of Reading Interventions for Students in the Primary Grades. Journal of Research on Educational Effectiveness 13:2, pages 401-427.
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Ben Clarke, Christian Doabler, Keith Smolkowski, Evangeline Kurtz Nelson, Hank Fien, Scott K. Baker & Derek Kosty. (2016) Testing the Immediate and Long-Term Efficacy of a Tier 2 Kindergarten Mathematics Intervention. Journal of Research on Educational Effectiveness 9:4, pages 607-634.
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Young-Suk Grace Kim & Richard K. Wagner. (2015) Text (Oral) Reading Fluency as a Construct in Reading Development: An Investigation of Its Mediating Role for Children From Grades 1 to 4. Scientific Studies of Reading 19:3, pages 224-242.
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Articles from other publishers (11)

Amy E. Margolis, Paige Greenwood, Alex Dranovsky & Virginia Rauh. (2023) The Role of Environmental Chemicals in the Etiology of Learning Difficulties: A Novel Theoretical Framework. Mind, Brain, and Education 17:4, pages 301-311.
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Olga Arias-Gundín & Ana García Llamazares. (2021) Efficacy of the RtI Model in the Treatment of Reading Learning Disabilities. Education Sciences 11:5, pages 209.
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Suzanne M. Adlof. (2020) Promoting Reading Achievement in Children With Developmental Language Disorders: What Can We Learn From Research on Specific Language Impairment and Dyslexia?. Journal of Speech, Language, and Hearing Research 63:10, pages 3277-3292.
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Ethan R. Van Norman, Peter M. Nelson & David A. Klingbeil. (2020) Profiles of reading performance after exiting Tier 2 intervention. Psychology in the Schools 57:5, pages 757-767.
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Young-Suk Grace Kim & Benjamin Piper. (2018) Cross-language transfer of reading skills: an empirical investigation of bidirectionality and the influence of instructional environments. Reading and Writing 32:4, pages 839-871.
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Bobette Bouton, John R. McConnell, Laura A. Barquero, Jennifer K. Gilbert & Donald L. Compton. (2018) Upside-Down Response to Intervention: A Quasi-Experimental Study. Learning Disabilities Research & Practice 33:4, pages 229-236.
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Mia C. Daucourt, Christopher Schatschneider, Carol M. Connor, Stephanie Al Otaiba & Sara A. Hart. (2018) Inhibition, Updating Working Memory, and Shifting Predict Reading Disability Symptoms in a Hybrid Model: Project KIDS. Frontiers in Psychology 9.
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C. Kevin Fortner & Jade Marcus Jenkins. (2018) Is delayed school entry harmful for children with disabilities?. Early Childhood Research Quarterly 44, pages 170-180.
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Brandy Gatlin & Jeanne Wanzek. (2017) Elementary Students’ Use of Dialect and Reading Achievement: Examining Students With Disabilities. Exceptional Children 84:1, pages 97-115.
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Ben Clarke, Christian T. Doabler, Derek Kosty, Evangeline Kurtz Nelson, Keith Smolkowski, Hank Fien & Jessica Turtura. (2017) Testing the Efficacy of a Kindergarten Mathematics Intervention by Small Group Size. AERA Open 3:2, pages 233285841770689.
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Stephanie Al Otaiba, Jill Allor, Krystal L. Werfel & Nathan Clemens. 2016. Interventions in Learning Disabilities. Interventions in Learning Disabilities 9 27 .

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