Zobrazeno 1 - 10
of 55
pro vyhledávání: '"Deborah L. Speece"'
Publikováno v:
Assessment for Effective Intervention. 46:99-109
The present study investigated the identification of end of first grade ( n = 125) and end of third grade ( n = 77) reading comprehension difficulties using beginning of first grade decoding-related and language-related predictors. Reading comprehens
Autor:
Deborah L. Speece
Publikováno v:
Remedial and Special Education. 36:112-115
In this essay, I reflect on my experiences and lessons learned while serving as Commissioner of the National Center for Special Education Research, Institute of Education Sciences, U.S. Department of Education. Although I was in the grant writing bus
Autor:
Elizabeth Montanaro, Lisa Pericola Case, Deborah L. Speece, Christopher Schatschneider, Kristen D. Ritchey, Rebecca D. Silverman
Publikováno v:
Journal of Research on Educational Effectiveness. 7:28-53
This research investigated the immediate and long-term effects of a Tier 2 intervention for beginning readers identified as having a high probability of reading failure using a randomized control trial. First-grade participants (n = 123) were randoml
Publikováno v:
Scientific Studies of Reading. 17:108-133
The Simple View of Reading (SVR) suggests that the components of reading comprehension are decoding and linguistic comprehension. Given research that suggests that fluency is a separate construct from decoding and linguistic comprehension in fourth g
Autor:
Deborah L. Speece, Christopher Schatschneider, David H. Cooper, Rebecca D. Silverman, Kristen D. Ritchey, Lisa Pericola Case, Elizabeth Montanaro, Dawn M. Jacobs
Publikováno v:
Journal of Learning Disabilities. 43:402-417
This experimental study was designed to validate a short-term supplemental reading intervention for at-risk first-grade children. Although substantial research on long-term supplemental reading interventions exists, less is known about short-term int
Autor:
Christopher Schatschneider, Katryna N. Andrusik, Rebecca D. Silverman, Kristen D. Ritchey, Deborah L. Speece, Caroline Y. Walker
Publikováno v:
School Psychology Review. 39:258-276
Although many advances have been made in early identification and intervention for students with reading disabilities, there has been less progress in identifying and remediating the reading skills of older children. The National Assessment of Educat
Autor:
Sara J. Hines, Deborah L. Speece
Publikováno v:
Perspectives on Language Learning and Education. 15:34-40
This articles presents information on how schools may go about identifying children who are not responding to Tier 1 support and are thus in need of different instruction. In addition, this article reviews varied screening approaches, including Curri
Publikováno v:
Reading and Writing. 20:539-552
We conducted two case studies to evaluate the effectiveness of individualized remedial reading instruction linked to direct measures of student learning and transfer. The participants were two first grade children at serious risk of reading failure.
Autor:
Kristen D. Ritchey, Deborah L. Speece
Publikováno v:
Contemporary Educational Psychology. 31:301-327
Information processing theory suggests that sublexical fluency skills are important to word reading development, but there are few supportive data. This study investigated if sublexical fluency (letter name fluency, letter sound fluency, and phoneme
Autor:
Deborah L. Speece
Publikováno v:
Journal of Learning Disabilities. 38:487-493
Attention to growth may net more accurate screening results than have been apparent in the long history of early identification research. Instead of relying solely on measures administered at one time point, including a measure of children's growth o