3 |
Linguistic Predictors of Single-Word Spelling in First Grade Students with Speech and/or Language Impairments
|
|
|
|
In: Remedial Spec Educ (2020)
|
|
BASE
|
|
Show details
|
|
5 |
Relations between Reading and Writing: A Longitudinal Examination from Grades 3 to 6
|
|
|
|
BASE
|
|
Show details
|
|
7 |
Examining How Treatment Fidelity Is Supported, Measured, and Reported in K–3 Reading Intervention Research
|
|
|
|
BASE
|
|
Show details
|
|
8 |
Elementary Students’ Use of Dialect and Reading Achievement: Examining Students with Disabilities
|
|
|
|
BASE
|
|
Show details
|
|
9 |
Writing Evaluation: Rater and Task Effects on the Reliability of Writing Scores for Children in Grades 3 and 4
|
|
|
|
BASE
|
|
Show details
|
|
10 |
A Synthesis of Reading and Spelling Interventions and Their Effects on Spelling Outcomes for Students With Learning Disabilities
|
|
|
|
BASE
|
|
Show details
|
|
11 |
The Impact of Transcription Writing Interventions for First-Grade Students
|
|
|
|
BASE
|
|
Show details
|
|
12 |
Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3
|
|
|
|
BASE
|
|
Show details
|
|
13 |
Relations Among Children's Use of Dialect and Literacy Skills: A Meta-Analysis Codesheet (Gatlin & Wanzek, 2015) ...
|
|
|
|
Abstract:
Purpose The current meta-analysis examines recent empirical research studies that have investigated relations among dialect use and the development and achievement of reading, spelling, and writing skills. Method Studies published between 1998 and 2014 were selected if they: (a) included participants who were in Grades K–6 and were typically developing native English speakers, (b) examined a concurrent quantitative relationship between dialect use and literacy, including reading, spelling, or writing measures, and (c) contained sufficient information to calculate effect size estimates. Results Upon the removal of one study that was found to be an outlier, the full sample included 19 studies consisting of 1,947 participants, of which the majority (70%) were African American. The results showed a negative and moderate relationship between dialect use and overall literacy performance ( M effect size = −0.33) and for dialect and reading ( M effect size = −0.32). For spelling and writing, the relationship was ...
|
|
Keyword:
170204 Linguistic Processes incl. Speech Production and Comprehension; FOS Psychology
|
|
URL: https://asha.figshare.com/articles/journal_contribution/Relations_Among_Children_s_Use_of_Dialect_and_Literacy_Skills_A_Meta-Analysis_Codesheet_Gatlin_Wanzek_2015_/6170336 https://dx.doi.org/10.23641/asha.6170336
|
|
BASE
|
|
Hide details
|
|
14 |
Relations Among Children's Use of Dialect and Literacy Skills: A Meta-Analysis Codesheet (Gatlin & Wanzek, 2015) ...
|
|
|
|
BASE
|
|
Show details
|
|
16 |
An Examination of Kindergarten Oral Language for African American Students: Are There Meaningful Differences in Comparison to Peers?
|
|
|
|
BASE
|
|
Show details
|
|
18 |
Towards an understanding of dimensions, predictors, and gender gap in written composition
|
|
|
|
BASE
|
|
Show details
|
|
19 |
Understanding Inadequate Response to First Grade Multi-Tier Intervention: Nomothetic and Idiographic Perspectives
|
|
|
|
BASE
|
|
Show details
|
|
20 |
A Synthesis of Read-Aloud Interventions on Early Reading Outcomes Among Preschool Through Third Graders at Risk for Reading Difficulties
|
|
|
|
In: Faculty Publications (2011)
|
|
BASE
|
|
Show details
|
|
|
|