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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 – 11 of 11 1 IRTs of the ABCs: children's letter name acquisition. Phillips, Beth M (authoraut); Francis, David J (authoraut); Lonigan, Christopher J (authoraut). BASE Show details 2 Child and Informant Influences on Behavioral Ratings of Preschool Children. Phillips, Beth M (authoraut); Lonigan, Christopher J (authoraut) BASE Show details 3 Children's Quantification With Every Over Time Clancy, Jeanine (authoraut); Spinrad, Tracy (authoraut); Valiente, Carlos (authoraut). BASE Show details 4 Inhibitory Control of Spanish-Speaking Language-Minority Preschool Children: Measurement and Association With Language, Literacy, and Math Skills. Farrington, Amber L (authoraut); Phillips, Beth M (authoraut); Lonigan, Christopher J (authoraut). BASE Show details 5 Comprehension Tools for Teachers: Reading for Understanding from Pre-Kindergarten through Fourth Grade Al Otaiba, Stephanie Dent (authoraut); Connor, Carol McDonald (authoraut); Lonigan, Christopher J. (authoraut). BASE Show details 6 Predictive validity of the get ready to read! Screener: concurrent and long-term relations with reading-related skills. Phillips, Beth M (authoraut); Wyatt, Marcy A (authoraut); Lonigan, Christopher J (authoraut) BASE Show details 7 The relations of proper character introduction to narrative quality and listening comprehension for young children from high poverty schools Barnes, Adrienne E. (authoraut); Kim, Young-Suk (authoraut); Phillips, Beth M. (authoraut) BASE Show details 8 Examining the predictive relations between two aspects of self-regulation and growth in preschool children's early literacy skills. Lonigan, Christopher J (authoraut); Allan, Darcey M (authoraut); Phillips, Beth M (authoraut) BASE Show details 9 Successful phonological awareness instruction with preschool children: Lessons from the classroom. Phillips, Beth M (authoraut); Menchetti, Jeanine Clancy (authoraut); Lonigan, Christopher J (authoraut) BASE Show details 10 Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten through Fourth Grade. Kim, Young-Suk (authoraut); Al Otaiba, Stephanie (authoraut); Kaschak, Michael (authoraut); Apel, Kenn (authoraut); Johnson, Lakeisha Cooper (authoraut); Thomas-Tate, Shurita (authoraut); Crowe, Elizabeth C (authoraut); Lonigan, Christopher J (authoraut); Phillips, Beth M (authoraut); Connor, Carol McDonald (authoraut) Abstract: This paper describes the theoretical framework, as well as the development and testing of the intervention, Comprehension Tools for Teachers (CTT), which is composed of eight component interventions targeting malleable language and reading comprehension skills that emerging research indicates contribute to proficient reading for understanding for prekindergarteners through fourth graders. Component interventions target processes considered largely automatic as well as more reflective processes, with interacting and reciprocal effects. Specifically, we present component interventions targeting cognitive, linguistic, and text-specific processes, including morphological awareness, syntax, mental-state verbs, comprehension monitoring, narrative and expository text structure, enacted comprehension, academic knowledge, and reading to learn from informational text. Our aim was to develop a tool set composed of intensive meaningful individualized small group interventions. We improved feasibility in regular classrooms through the use of design-based iterative research methods including careful lesson planning, targeted scripting, pre- and postintervention proximal assessments, and technology. In addition to the overall framework, we discuss seven of the component interventions and general results of design and efficacy studies. ; Academic language, Children, Early childhood, Elementary school, Instruction, Intervention, Literacy, Middle childhood, Oral language, Preschool, Reading comprehension, Small group intervention, Students, Tier 2 ; P50 HD052120 ; This NIH-funded author manuscript originally appeared in PubMed Central at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4613791. URL: http://purl.flvc.org/fsu/fd/FSU_pmch_26500420 https://doi.org/10.1007/s10648-014-9267-1 http://diginole.lib.fsu.edu/islandora/object/fsu%3A330540/datastream/TN/view/Comprehension%20Tools%20for%20Teachers.jpg BASE Hide details 11 Agreement Among Traditional and RTI-based Definitions of Reading-Related Learning Disability with Preschool Children. Milburn, Trelani F (authoraut); Lonigan, Christopher J (authoraut); Allan, Darcey M (authoraut). BASE Show details

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