Zobrazeno 1 - 10
of 15
pro vyhledávání: '"Alisha K. Wackerle-Hollman"'
Autor:
Alejandra Miranda, Michael C. Rodriguez, Lillian K. Durán, Alisha K. Wackerle-Hollman, Norma Medina Morales, Carlos Chavez
Publikováno v:
School Psychology Review. 51:406-426
Multitiered systems of support hold promise for dual language learners when culturally and linguistically responsive practices guide instruction. We modeled growth on Spanish and English early lite...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d53b3a90bd93bf2274821a27c61f678b
https://doi.org/10.1080/2372966x.2021.1906620
https://doi.org/10.1080/2372966x.2021.1906620
Autor:
Lillian K. Durán, Elizabeth Spencer Kelley, Kathleen Artman-Meeker, Trina D. Spencer, Matthew E. Foster, Alisha K. Wackerle-Hollman
Publikováno v:
Early Childhood Research Quarterly. 56:201-212
Multi-tiered system of supports (MTSS) is a model of preventative and differentiated instruction that is designed to meet the needs of all learners (Burns et al., 2016). However, early childhood education has remained in the periphery of many MTSS in
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c201bc6a28850eb976a4fffc12a367c5
https://doi.org/10.1016/j.ecresq.2021.03.010
https://doi.org/10.1016/j.ecresq.2021.03.010
Publikováno v:
Topics in Early Childhood Special Education. 40:24-38
For young Spanish–English dual language learners (SE-DLLs), early literacy skills, including phonological awareness and alphabet knowledge in Spanish as well as English, are crucial to their reading success. However, there is a lack of research abo
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::bd0ed89be06a79b6e4dff09653e7c792
https://doi.org/10.1177/0271121420906469
https://doi.org/10.1177/0271121420906469
Autor:
Theresa L. Kohlmeier, Stephanie Brunner, Alisha K. Wackerle-Hollman, Jose Palma, Chase H. Callard, Lillian K. Durán
Publikováno v:
Early Childhood Research Quarterly. 48:155-172
The population of Spanish-speaking preschoolers in the United States continues to increase and there is a significant need to develop psychometrically sound early language and literacy screening measures to accurately capture children’s ability in
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8a9112c162a30932aa03cbc14880e043
https://doi.org/10.1016/j.ecresq.2019.02.001
https://doi.org/10.1016/j.ecresq.2019.02.001
Autor:
Michael C. Rodriguez, Jose Palma, Lillian K. Durán, Theresa L. Kohlmeier, Stephanie Brunner, Alisha K. Wackerle-Hollman
Publikováno v:
Educational Assessment. 24:33-56
Spanish speakers in the United States are a steadily increasing population, up by 233% since 1980. Given the growing population of dual language learners (DLLs) and the large numbers of Spanish-spe...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f5806bdc4b1b957f09584ea2b10a36f8
https://doi.org/10.1080/10627197.2018.1545570
https://doi.org/10.1080/10627197.2018.1545570
Publikováno v:
Assessment for Effective Intervention. 45:173-183
Evidence of longitudinal relations between language and early literacy skills in early childhood and later reading (and other) achievement is growing, along with an expanding array of early education programs designed to improve later academic outcom
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::09f3442acd45e10df793c650ae7e0bb3
https://doi.org/10.1177/1534508418799173
https://doi.org/10.1177/1534508418799173
Autor:
Kelsey K. Will, Marianne Elmquist, Erin M. Lease, Alisha K. Wackerle-Hollman, Scott R. McConnell
Publikováno v:
Frontiers in Education, Vol 4 (2019)
Assessment is prevalent throughout all levels of education in the United States. Even though educators are familiar with the idea of assessing students, familiarity does not necessarily ensure assessment literacy, or data-based decision making (DBDM)
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::74efe425313edca59b6aa810cfa60920
https://doi.org/10.3389/feduc.2019.00106
https://doi.org/10.3389/feduc.2019.00106
Publikováno v:
Journal of Early Intervention. 36:263-280
The overall architecture and major components of a measurement system designed and evaluated to support Response to Intervention (RTI) in the areas of language and literacy in early childhood programs are described. Efficient and reliable measurement
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::47c77ea3decfe228609900d548a932cf
https://doi.org/10.1177/1053815115578559
https://doi.org/10.1177/1053815115578559
Autor:
Alisha K. Wackerle-Hollman, Scott R. McConnell, Michael C. Rodriguez, Tracy A. Bradfield, Megan I. Rodriguez
Publikováno v:
Assessment for Effective Intervention. 40:81-95
Early comprehension is an important, but not well-understood, contribution to early literacy and language development. Specifically, research regarding the nature of skills representative of early comprehension, including how they contribute to later
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::83a4e618290268513886753339b849c7
https://doi.org/10.1177/1534508414551404
https://doi.org/10.1177/1534508414551404
Publikováno v:
Assessment for Effective Intervention. 40:96-98
The Individual Growth and Development Indicator (IGDI): Which One Doesn’t Belong (WODB) task is an early comprehension screening assessment designed for use in pre-Kindergarten multi-tiered systems of support. This article summarizes the purpose, p
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5f40ec2c1d865da937805e609c0604a6
https://doi.org/10.1177/1534508414556505
https://doi.org/10.1177/1534508414556505