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Linguistic Predictors of Single-Word Spelling in First Grade Students with Speech and/or Language Impairments
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In: Remedial Spec Educ (2020)
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Relations between Reading and Writing: A Longitudinal Examination from Grades 3 to 6
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Examining How Treatment Fidelity Is Supported, Measured, and Reported in K–3 Reading Intervention Research
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Elementary Students’ Use of Dialect and Reading Achievement: Examining Students with Disabilities
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Writing Evaluation: Rater and Task Effects on the Reliability of Writing Scores for Children in Grades 3 and 4
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A Synthesis of Reading and Spelling Interventions and Their Effects on Spelling Outcomes for Students With Learning Disabilities
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Abstract:
Spelling is one of the most challenging areas for students with learning disabilities (LD), and improving spelling outcomes for these students is of high importance. In this synthesis, we examined the effects of spelling and reading interventions on spelling outcomes for students with LD in Grades K through 12. A systematic search of peer-reviewed literature published between 2004 and 2014 was conducted using electronic databases and hand searches of relevant journals. To be eligible for inclusion, studies had to meet the following criteria: (a) Participants were identified with LD and were in Grades K through 12, (b) designs were either treatment/comparison or single case, (c) a reading or spelling intervention was implemented, (d) at least one spelling outcome was measured, and (e) instruction was in English. Ten studies met criteria for inclusion in the synthesis, and effectiveness ranged from ineffective to highly effective. Findings demonstrated that spelling outcomes for taught words were improved for students with LD with the use of explicit instruction or self-correction strategies.
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4935634/ http://www.ncbi.nlm.nih.gov/pubmed/26733209 https://doi.org/10.1177/0022219415619753
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The Impact of Transcription Writing Interventions for First-Grade Students
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Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3
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Relations Among Children's Use of Dialect and Literacy Skills: A Meta-Analysis Codesheet (Gatlin & Wanzek, 2015) ...
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Relations Among Children's Use of Dialect and Literacy Skills: A Meta-Analysis Codesheet (Gatlin & Wanzek, 2015) ...
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An Examination of Kindergarten Oral Language for African American Students: Are There Meaningful Differences in Comparison to Peers?
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Towards an understanding of dimensions, predictors, and gender gap in written composition
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Understanding Inadequate Response to First Grade Multi-Tier Intervention: Nomothetic and Idiographic Perspectives
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A Synthesis of Read-Aloud Interventions on Early Reading Outcomes Among Preschool Through Third Graders at Risk for Reading Difficulties
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In: Faculty Publications (2011)
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