Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 0 |
| Since 2007 (last 20 years) | 2 |
Descriptor
| Emergent Literacy | 2 |
| Grade 1 | 2 |
| Reading Difficulties | 2 |
| Achievement Tests | 1 |
| Alignment (Education) | 1 |
| At Risk Students | 1 |
| Beginning Reading | 1 |
| Cognitive Processes | 1 |
| Comparative Analysis | 1 |
| Control Groups | 1 |
| Correlation | 1 |
| More ▼ | |
Source
| Journal of Learning… | 2 |
Author
| Al Otaiba, Stephanie | 1 |
| Baker, Scott K. | 1 |
| Chaparro, Erin | 1 |
| Connor, Carol M. | 1 |
| Fien, Hank | 1 |
| Folsom, Jessica S. | 1 |
| Greulich, Luana | 1 |
| Nelson, Nancy J. | 1 |
| Ortiz, Miriam | 1 |
| Smith, Jean Louise M. | 1 |
| Smolkowski, Keith | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
Education Level
| Early Childhood Education | 2 |
| Grade 1 | 2 |
| Elementary Education | 1 |
| Elementary Secondary Education | 1 |
| Kindergarten | 1 |
| Primary Education | 1 |
Audience
Laws, Policies, & Programs
Assessments and Surveys
| Dynamic Indicators of Basic… | 2 |
| Stanford Achievement Tests | 2 |
| Woodcock Reading Mastery Test | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkFien, Hank; Smith, Jean Louise M.; Smolkowski, Keith; Baker, Scott K.; Nelson, Nancy J.; Chaparro, Erin – Journal of Learning Disabilities, 2015
This article presents findings of an efficacy trial examining the effect of a multitiered instruction and intervention model on first grade at-risk students' reading outcomes. Schools (N = 16) were randomly assigned to the treatment or control condition. In the fall of Grade 1, students were assigned to an instructional tier on the basis of…
Descriptors: Grade 1, Elementary School Students, At Risk Students, Reading Difficulties
Ortiz, Miriam; Folsom, Jessica S.; Al Otaiba, Stephanie; Greulich, Luana; Thomas-Tate, Shurita; Connor, Carol M. – Journal of Learning Disabilities, 2012
This study, framed by the component model of reading (CMR), examined the relative importance of kindergarten-entry predictors of first grade reading performance. Specifically, elements within the ecological domain included dialect, maternal education, amount of preschool, and home literacy; elements within the psychological domain included…
Descriptors: Reading Difficulties, Recognition (Achievement), Reading Achievement, Program Effectiveness
