Zobrazeno 1 - 10
of 21
pro vyhledávání: '"Benita A. Blachman"'
Autor:
Christopher Schatschneider, Michael G. Vaughn, Jack M. Fletcher, Benita A. Blachman, Maria S. Murray, Kristen A. Munger
Publikováno v:
Journal of Educational Psychology. 106:46-57
Despite data supporting the benefits of early reading interventions, there has been little evaluation of the long-term educational impact of these interventions, with most follow-up studies lasting less than two years (Suggate, 2010). This study eval
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::0b94089261f4296472aa8236456baa67
https://doi.org/10.1037/a0033663
https://doi.org/10.1037/a0033663
Autor:
Benita A. Blachman, Kristen A. Munger
Publikováno v:
Psychology in the Schools. 50:722-737
The purpose of this study was to examine the validity evidence of first-grade Dynamic Indicators of Basic Early Literacy Skills (DIBELS) scores for predicting third-grade reading comprehension scores. We used the “simple view” of reading as the t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::732792d267d648c119c961ed32d076d5
https://doi.org/10.1002/pits.21699
https://doi.org/10.1002/pits.21699
Autor:
Bennett A. Shaywitz, Christopher Schatschneider, Sheila M. Clonan, Sally E. Shaywitz, Benita A. Blachman, David J. Francis, Jack M. Fletcher
Publikováno v:
Journal of Educational Psychology. 96:444-461
Second- and 3rd-grade children with poor word-level skills were randomly assigned to 8 months of explicit instruction emphasizing the phonologic and orthographic connections in words and text-based reading or to remedial reading programs provided by
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::21a0199864b7e98fa866e902b42dfa5b
https://doi.org/10.1037/0022-0663.96.3.444
https://doi.org/10.1037/0022-0663.96.3.444
Autor:
G. Reid Lyon, Sally E. Shaywitz, Benita A. Blachman, W. Einar Mencl, Bennett A. Shaywitz, Karen E. Marchione, R. Todd Constable, John M. Holahan, Kenneth R. Pugh, Robert K. Fulbright, Jack M. Fletcher, Pawel Skudlarski, John C. Gore
Publikováno v:
Biological Psychiatry. 55:926-933
Background A range of neurobiological investigations shows a failure of left hemisphere posterior brain systems to function properly during reading in children and adults with reading disabilities. Such evidence of a disruption in the normal reading
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::843374ad70075b254c6518e918f7599a
https://doi.org/10.1016/j.biopsych.2003.12.019
https://doi.org/10.1016/j.biopsych.2003.12.019
Publikováno v:
Reading and Writing. 11:239-273
Low-income, inner-city children were involved in a two-year intervention delivered in the regular classroom by regular classroom teachers to develop phonological awareness and word recognition skills. For the treatment children, an 11-week phoneme aw
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6a40b33029b5d6b9d3ec60ab2a491679
https://doi.org/10.1023/a:1008050403932
https://doi.org/10.1023/a:1008050403932
Publikováno v:
Journal of Psychoeducational Assessment. 15:334-347
This study examined the performances of 171 children in kindergarten through second grade on 11 tasks of phonological awareness. The purpose was to assess phonological awareness skill acquisition across age and type of task. Results provided support
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::877e24d82ab6bda5dd08ab216dd0c416
https://doi.org/10.1177/073428299701500405
https://doi.org/10.1177/073428299701500405
Autor:
Benita A. Blachman
Contents: Preface. Acknowledgments. List of Contributors. Part I: Theoretical Foundations. A.M. Liberman, How Theories of Speech Affect Research in Reading and Writing. S.A. Brady, Ability to Encode Phonological Representations: An Underlying Difficu
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a26f9664ce2a4ff675b455bf00f78dbc
https://doi.org/10.4324/9781410601230
https://doi.org/10.4324/9781410601230
Autor:
Darlene M. Tangel, Benita A. Blachman
Publikováno v:
Journal of Reading Behavior. 27:153-185
In an earlier study (Tangel & Blachman, 1992), low-income, inner-city children who received 11 weeks of instruction in kindergarten in phoneme awareness produced invented spellings at the end of kindergarten that were rated developmentally superior t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f1f1fbcaee98a575891b61a09ebf6ed1
https://doi.org/10.1080/10862969509547876
https://doi.org/10.1080/10862969509547876
Autor:
Benita A. Blachman
Publikováno v:
Journal of Learning Disabilities. 27:287-291
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ef93d37fee7eac52114eef28e7614112
https://doi.org/10.1177/002221949402700504
https://doi.org/10.1177/002221949402700504
Publikováno v:
Reading and Writing. 6:1-18
Recent evidence suggests that training in phoneme awareness has a positive impact on beginning reading and spelling. The objective of this study was to investigate the effectiveness of instruction in phonological awareness provided in low-income, inn
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::18bfcd831746f0017587aefb6410e4f9
https://doi.org/10.1007/bf01027275
https://doi.org/10.1007/bf01027275