Classroom-Level Effects on the Reading and Behavior of At-Risk Kindergarteners

References

• Bailet , L. L. , Repper , K. K. , Piasta , S. B. and Murphy , S. P. 2009 . Emergent literacy intervention for pre-Kindergartners at risk for reading failure . Journal of Learning Disabilities , 42 : 336 – 355 .
   PubMed Web of Science ®Google Scholar
• Blatchford , P. , Bassett , P. , Goldstein , H. and Martin , C. 2003 . Are class size differences related to pupils’ education progress and classroom processes? Findings from the Institute of Education class size study of children aged 5–7 years . British Educational Research Journal , 29 : 709 – 730 .
   Web of Science ®Google Scholar
• Blatchford , P. , Russell , A. , Bassett , P. , Brown , P. and Martin , C. 2007 . The role and effects of teaching assistants in English primary schools. Results from the Class Size and Pupil-Adult Ratios (SCPAR) KS2 Project . British Educational Research Journal , 33 : 5 – 26 .
   Web of Science ®Google Scholar
• Clements , M. A. , Bolt , D. , Hoyt , W. and Kratochwill , T. R. 2007 . Using multilevel modeling to examine the effects of multi-tiered interventions . Psychology in the Schools , 44 : 503 – 513 .
   Web of Science ®Google Scholar
• Duncan , M. J. and Biddle , B. J. 1974 . The study of teaching. , New York , NY : Holt, Rinehart, and Winston .
   Google Scholar
• Finn , J. D. and Achilles , C. M. 1999 . Tennessee's class size study: Findings, implications, misconceptions . Educational Evaluation and Policy Analysis , 21 : 97 – 109 .
   Web of Science ®Google Scholar
• Fuchs , L. S. , Fuchs , D. , Hamlett , C. L. , Walz , L. and Germann , G. 1993 . Formative evaluation of academic progress: How much growth can we expect? . School Psychology Review , 22 : 27 – 48 .
   Web of Science ®Google Scholar
• Gettinger , M. , Ball , C. , Mulford , L. and Hoffman , A. 2010 . “ Prevention and early intervention for preschool children at risk for learning and behavior problems ” . In Handbook of prevention science , Edited by: Doll , B. and Charvat , J. 349 – 374 . Mahwah , NJ : Erlbaum .
   Google Scholar
• Gettinger , M. and Stoiber , K. 2008 . “ Effective teaching and effective schools ” . In The handbook of school psychology (4th ed , Edited by: Gutkin , T. B. and Reynolds , C. R. 769 – 790 . Hoboken , NJ : Wiley .
   Google Scholar
• Good , R. H. and Kaminski , R. A. 2002 . Dynamic Indicators of Basic Early Literacy Skills (6th ed.) , Eugene , OR : Institute for the Development of Educational Achievement . Retrieved from http://dibels.uoregon.edu
   Google Scholar
• Gresham , F. M. and Elliiott , S. N. 1990 . Social Skills Rating System. , Circle Pines , MN : American Guidance Service .
   Google Scholar
• Kaminski , R. A. and Good , R. H. III . 1996 . Toward a technology for assessing basic early literacy skills . School Psychology Review , 25 : 215 – 227 .
   Web of Science ®Google Scholar
• Kamps , D. , Abbott , M. , Greenwood , C. , Wills , H. , Veerkamp , M. and Kaufman , J. 2008 . Effects of small-group reading instruction and curriculum differences for students most at risk in Kindergarten: Two-year results for secondary- and tertiary-level interventions . Journal of Learning Disabilities , 41 : 101 – 114 .
   PubMed Web of Science ®Google Scholar
• Konstantopoulos , S . 2009 . Effects of teachers on minority and disadvantaged students’ achievement in the early grades . Elementary School Journal , 110 : 92 – 113 .
   Web of Science ®Google Scholar
• Kratochwill , T. R. , Volpiansky , P. , Clements , M. and Ball , C. 2007 . The role of professional development in implementing and sustaining multi-tier prevention and intervention models: Implications for response-to-intervention . School Psychology Review , 36 : 618 – 631 .
   Web of Science ®Google Scholar
• Little , R. J. A. and Rubin , D. B. 1987 . Statistical analysis with missing data. , New York , NY : Wiley .
   Google Scholar
• Lo , Y. , Wang , C. and Haskell , S. 2009 . Examining the impacts of early reading intervention on the growth rates in basic literacy skills of at-risk urban Kindergartners . Journal of Special Education , 43 : 12 – 28 .
   Web of Science ®Google Scholar
• Marston , D. 2005 . Tiers of intervention in responsiveness to intervention: Prevention outcomes and learning disabilities identification patterns . Journal of Learning Disabilities , 38 : 539 – 544 .
   PubMed Web of Science ®Google Scholar
• Mathur , S. R. , Kavale , K. A. , Quinn , M. M. , Forness , S. R. and Rutherford , R. B. 1998 . Social skills interventions with students with emotional and behavioral problems: A quantitative synthesis of single-subject research . Behavioral Disorders , 23 : 193 – 201 .
   Web of Science ®Google Scholar
• McCoach , D. B. , O’Connell , A. A. , Reis , S. M. and Levitt , H. A. 2006 . Growing readers: A hierarchical linear model of children's reading growth during the first 2 years of school . Journal of Educational Psychology , 98 : 14 – 28 .
   Web of Science ®Google Scholar
• McKnight , P. E. , McKnight , K. M. , Sidani , S. and Figueredo , A. J. 2007 . Missing data: A gentle introduction. , New York , NY : Guilford Press .
   Google Scholar
• McIntosh , K. , Campbell , A. L. , Carter , D. R. and Zumbo , B. D. 2009 . Concurrent validity of office discipline referrals and cut points used in schoolwide positive behavior support . Behavioral Disorders , 34 : 100 – 113 .
   Web of Science ®Google Scholar
• McMaster , K. L. , Fuchs , D. and Fuchs , L. S. 2007 . Promises and limitations of peer-assisted learning strategies in reading . Learning Disabilities—A Contemporary Journal , 5 : 97 – 112 .
   Google Scholar
• Merrell , K. W. , Ervin , R. A. and Gempel , G. A. 2006 . “ Legal and ethical issues in school psychology ” . In School psychology for the 21st century: Foundations and practices , 113 – 138 . New York , NY : Guilford Press .
   Google Scholar
• Mihalic , S. , Irwin , K. , Fagan , A. , Ballard , D. and Elliott , D. 2004 . Successful program implementation: Lessons from blueprints (No. NCJ 204273) , Washington , DC : U.S. Department of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency Programs .
   Google Scholar
• Morgan , P. L. , Farkas , G. , Tufis , P. A. and Sperling , R. A. 2008 . Are reading and behavior risk factors for each other? . Journal of Learning Disabilities , 41 : 417 – 436 .
   PubMed Web of Science ®Google Scholar
• Nye , B. , Konstantopoulos , S. and Hedges , L. V. 2004 . How large are teacher effects? . Educational Evaluation and Policy Analysis , 26 : 237 – 257 .
   Web of Science ®Google Scholar
• Robinson , G. E. 1990 . Synthesis of research on effects of class size . Educational Leadership , 47 : 80 – 90 .
   Web of Science ®Google Scholar
• Scanlon , D. M. , Gelzheiser , L. M. , Vellutino , F. R. , Schatschneider , C. and Sweeney , J. M. 2008 . Reducing the incidence of early reading difficulties: Professional development for classroom teachers vs. direct interventions for children . Learning and Individual Differences , 18 : 346 – 359 .
   PubMed Web of Science ®Google Scholar
• Torgesen , J. K. 2000 . Individual responses in response to early interventions in reading: The lingering problem of treatment resisters . Learning Disabilities Research and Practice , 15 : 55 – 64 .
   Google Scholar
• Walker , H. R. and Severson , H. H. 1991 . Systematic Screening for Behavior Disorders , Longmont , CO : Sopris West .
   Google Scholar
• Woodcock , R. W. 1998 . Woodcock Reading Mastery Test–Revised , Circle Pines , MN : American Guidance Service .
   Google Scholar