Socioeconomic and gender group differences in early literacy skills: a multiple-group confirmatory factor analysis approach

Por Lee, Julia Ai Cheng, Otaiba, Stephanie Al
Publicado no Educ Res Eval (2015)

Response to Intervention

Por Otaiba, Stephanie Al, Wanzek, Jeanne, Yovanoff, Paul
Publicado no Eur Sci J (2015)

End-of-Kindergarten Spelling Outcomes: How Can Spelling Error Analysis Data Inform Beginning Reading Instruction?

Por Lee, Julia Ai Cheng, Otaiba, Stephanie Al
Publicado no Read Writ Q (2016)

The relation of linguistic awareness and vocabulary to word reading and spelling for first grade students participating in Response to Intervention

Por Kim, Young-Suk, Apel, Kenn, Otaiba, Stephanie Al
Publicado em 2013

Developmental trajectories of writing skills in first grade: Examining the effects of SES and language and/or speech impairments

Por Kim, Young-Suk, Puranik, Cynthia, Otaiba, Stephanie Al
Publicado no Elem Sch J (2015)

Language, literacy, attentional behaviors, and instructional quality predictors of written composition for first graders

Por Kim, Young-Suk, Otaiba, Stephanie Al, Sidler, Jessica Folsom, Gruelich, Luana
Publicado em 2013

Long Term Effects of First Grade Multi-Tier Intervention

Por Otaiba, Stephanie Al, Kim, Young-Suk, Wanzek, Jeanne, Petscher, Yaacov, Wagner, Richard K.
Publicado em 2014

The Componential Model of Reading: Predicting First Grade Reading Performance of Culturally Diverse Students From Ecological, Psychological, and Cognitive Factors Assessed at Kinde...

Por Hernandez, Miriam, Folsom, Jessica S., Otaiba, Stephanie Al, Greulich, Luana, Thomas-Tate, Shurita, Connor, Carol M.
Publicado em 2012

Professional development to differentiate kindergarten Tier 1 instruction: Can already effective teachers improve student outcomes by differentiating Tier 1 instruction?

Por Otaiba, Stephanie Al, Folsom, Jessica S., Wanzek, Jeannie, Greulich, Luana, Wasche, Jessica, Schatschneider, Christopher, Connor, Carol
Publicado no Read Writ Q (2015)

A Longitudinal Cluster-Randomized Controlled Study on the Accumulating Effects of Individualized Literacy Instruction on Students’ Reading from First Through Third Grade

Por Connor, Carol McDonald, Morrison, Frederick J., Fishman, Barry, Crowe, Elizabeth C., Otaiba, Stephanie Al, Schatschneider, Christopher
Publicado no Psychol Sci (2013)

Examining the Efficacy of Targeted Component Interventions on Language and Literacy for Third and Fourth Graders Who are at Risk of Comprehension Difficulties

Por Connor, Carol McDonald, Phillips, Beth M., Kim, Young–Suk Grace, Lonigan, Christopher J., Kaschak, Michael P., Crowe, Elizabeth, Dombek, Jennifer, Otaiba, Stephanie Al
Publicado no Sci Stud Read (2018)