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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 – 10 of 10 1 Comparing Two Forms of Dynamic Assessment and Traditional Assessment of Preschool Phonological Awareness Kantor, Patricia Thatcher; Wagner, Richard K.; Torgesen, Joseph K.. - 2011 BASE Show details 2 Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia: outcomes from two instructional approaches Torgesen, Joseph K.; Herron, Jeannine; Lindamood, Patricia... In: Annals of dyslexia. - New York, NY : Springer 60 (2010) 1, 40-56 BLLDB OLC Linguistik Show details 3 The relations between phonological processing abilities and emerging individual differences in mathematical computation skills : a longitudinal study from second to fifth grades Hecht, Steve A.; Torgesen, Joseph K.; Wagner, Richard K.... In: Journal of experimental child psychology. - Amsterdam : Elsevier 79 (2001) 2, 192-227 BLLDB Show details 4 Explaining social class differences in growth of reading skills from beginning kindergarten through fourth-grade: The role of phonological awareness, rate of access, and print knowledge [<Journal>] Hecht, Steven A. [Verfasser]; Burgess, Stephen R. [Verfasser]; Torgesen, Joseph K. [Verfasser]. DNB Subject Category Language Show details 5 Explaining social class differences in growth of reading skills from beginning kindergarten through fourth-grade: The role of phonological awareness, rate of access, and print knowledge Hecht, Steven A.; Burgess, Stephen R.; Torgesen, Joseph K.... In: Reading and writing. - New York, NY : Springer Science+Business Media 12 (2000) 1-2, 99-128 OLC Linguistik Show details 6 Explaining social class differences in growth of reading skills from beginning kindergarten through fourth-grade: the role of phonological awareness, rate of access, and print knowledge Hecht, Steven A.; Burgess, Stephen R.; Torgesen, Joseph K.... In: Reading and writing. - Dordrecht [u.a.] : Springer Science + Business Media B.V 12 (2000) 1-2, 99-128 BLLDB Show details 7 Foundations of reading acquisition and dyslexia : implications for early intervention Larsen, Kim G. (Mitarb.); Greaney, Keith T. (Mitarb.); Nicholson, Tom (Mitarb.). - Mahwah, NJ : Erlbaum, 1997 BLLDB UB Frankfurt Linguistik Show details 8 Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers : a 5-year longitudinal study Wagner, Richard K.; Torgesen, Joseph K.; Rashotte, Carol A.... In: Developmental psychology. - Richmond, Va. [u.a.] : American Psychological Association 33 (1997) 3, 468-479 BLLDB Show details 9 Sammelaufnahme (Collective entry) Juel, Connie (Mitarb.); Roper-Schneider, Diane (Mitarb.); Underwood, N.R. (Mitarb.)... In: Reading research quarterly. - Hoboken, NJ : Wiley Subscription Services 20 (1985) 2, 134-256 BLLDB Show details 10 Comparing two forms of dynamic assessment and traditional assessment of preschool phonological awareness. Wagner, Richard K (authoraut); Rashotte, Carol A (authoraut); Torgesen, Joseph K (authoraut); Thatcher Kantor, Patricia (authoraut) Abstract: The goal of the current study was to compare two forms of dynamic assessment and standard assessment of preschool children's phonological awareness. The first form of dynamic assessment was a form of scaffolding in which item formats were modified in response to an error so as to make the task easier or more explicit. The second form of dynamic assessment was direct instruction of the phonological awareness tasks. The results indicate that preschool children's phonological awareness can be assessed using standard assessment procedures, provided the items require processing units larger than the individual phoneme. No advantage was found in reliability or validity for either dynamic assessment condition relative to the standard assessment condition. Dynamic assessment does not appear to improve reliability or validity of phonological awareness assessments when preschool children are given tasks that they can perform using standard administration procedures. ; P50 HD052120, P50 HD052120-04, P50 HD052120-05, P50HD052120 ; This NIH-funded author manuscript originally appeared in PubMed Central at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3179788. Keyword: Awareness; Child; Child Language; Female; Humans; Male; Models; Phonetics; Preschool; Psychological; Reproducibility of Results URL: http://diginole.lib.fsu.edu/islandora/object/fsu%3A330489/datastream/TN/view/Comparing%20two%20forms%20of%20dynamic%20assessment%20and%20traditional%20assessment%20of%20preschool%20phonological%20awareness.jpg https://doi.org/10.1177/0022219411407861 http://purl.flvc.org/fsu/fd/FSU_pmch_21685350 BASE Hide details

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