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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 9 of 9 1 Linguistic Predictors of Single-Word Spelling in First Grade Students with Speech and/or Language Impairments Werfel, Krystal L.; Al Otaiba, Stephanie; Kim, Young Suk... In: Remedial Spec Educ (2020) BASE Show details 2 Relations between Reading and Writing: A Longitudinal Examination from Grades 3 to 6 Kim, Young-Suk Grace; Petscher, Yaacov; Wanzek, Jeanne. - 2018 BASE Show details 3 Writing Evaluation: Rater and Task Effects on the Reliability of Writing Scores for Children in Grades 3 and 4 Kim, Grace Young-Suk; Schatschneider, Christopher; Wanzek, Jeanne. - 2017 BASE Show details 4 The Impact of Transcription Writing Interventions for First-Grade Students Wanzek, Jeanne; Gatlin, Brandy; Al Otaiba, Stephanie. - 2016 BASE Show details 5 Kindergarten Predictors of Third Grade Writing Kim, Young-Suk; Al Otaiba, Stephanie; Wanzek, Jeanne. - 2015 BASE Show details 6 An Examination of Kindergarten Oral Language for African American Students: Are There Meaningful Differences in Comparison to Peers? Gatlin, Brandy; Wanzek, Jeanne; Al Otaiba, Stephanie. - 2015 Abstract: Understanding differences in oral language abilities is vital, particularly for children from low-income homes and minority children who are at an increased risk for academic failure because of differences or deficits in language use or exposure before they enter school. The purpose of this study was to investigate oral language performance, including receptive and expressive vocabulary, grammar, and sentence imitation, among a diverse group of kindergarten students (n = 503). Using hierarchical linear modeling, we examined the contributions of student race, African American or non-African American, student socioeconomic status (SES), and schoolwide SES to oral language performance. In separate analyses, we found significant absolute effects of both race and individual SES. However, when analyzed simultaneously, only race was a significant predictor for all measures. We also found that both identification as African American and schoolwide SES were significant predictors of oral language performance. We discuss implications for practice and future research. Keyword: Article URL: https://doi.org/10.1080/10573569.2015.1039737 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5404747/ BASE Hide details 7 Writing fluency and quality in kindergarten and first grade: the role of attention, reading, transcription, and oral language Kent, Shawn; Wanzek, Jeanne; Petscher, Yaacov... In: Reading and writing. - New York, NY : Springer Science+Business Media 27 (2014) 7, 1163-1188 OLC Linguistik Show details 8 Towards an understanding of dimensions, predictors, and gender gap in written composition Kim, Young-Suk; Al Otaiba, Stephanie; Wanzek, Jeanne. - 2014 BASE Show details 9 Understanding Inadequate Response to First Grade Multi-Tier Intervention: Nomothetic and Idiographic Perspectives Greulich, Luana; Al Otaiba, Stephanie; Schatschneider, Christopher. - 2014 BASE Show details

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