Zobrazeno 1 - 10 of 75 pro vyhledávání: '"Edward J. Kameenui"'
1
Ode to Zig (and the Bard): In Support of an Incomplete Logical-Empirical Model of Direct Instruction
Autor: Edward J. Kameenui
Publikováno v: Perspect Behav Sci
In this article, I offer my perspective on several elements of Engelmann’s Direct Instruction. I hypothesize Engelmann’s thinking about the schooling environment that arguably provoked his theoretical, philosophical, and conceptual insights into
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::3c40d11b14b9139ddc5cb0ed2d9c6513
https://europepmc.org/articles/PMC8476669/
Zobrazit plný text záznamu
2
A Multiple Streams Analysis of Recent Changes to State-Level Dyslexia Education Law
Autor: Edward J. Kameenui, Nancy J. Nelson, Brian Gearin, Hank Fien, Jessica Turtura
Publikováno v: Educational Policy. 34:1036-1068
This article provides an overview of recent changes to state-level dyslexia legislation. It begins by applying a variant of Kingdon’s multiple streams approach to explain how the dyslexia education “policy window” came to be opened. The article
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::eea9e585b881ed8c75cf703658e29a1e
https://doi.org/10.1177/0895904818807328
Zobrazit plný text záznamu
3
Addressing the Practice-to-Research Gap: A Rigorous Evaluation of Local Education Agency–Based Interventions for Struggling Readers in Sixth Grade
Autor: Mike Stoolmiller, Scott K. Baker, Nancy J. Nelson, Deanne A. Crone, Edward J. Kameenui, Mari Strand Cary, Hank Fien, Jessica Turtura, Patrick C. Kennedy
Publikováno v: Assessment for Effective Intervention. 44:147-159
We present the results of a study of local education agency (LEA)-based interventions to improve the reading outcomes of struggling readers in sixth grade. The sample included 1,076 intervention students and 3,644 comparison students. Regression disc
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::f73843141b39f38cd2640352360de7c3
https://doi.org/10.1177/1534508418756730
Zobrazit plný text záznamu
5
Does Supplemental Instruction Support the Transition From Spanish to English Reading Instruction for First-Grade English Learners at Risk of Reading Difficulties?
Autor: Darci Burns, Doris Luft Baker, Scott K. Baker, Edward J. Kameenui, Keith Smolkowski
Publikováno v: Learning Disability Quarterly. 39:226-239
This study examines the effect of 30 min of small group explicit instruction on reading outcomes for first-grade Spanish-speaking English learners (ELs) at risk of reading difficulties. Participants were 78 ELs from seven schools who were receiving S
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::19d3e12fcbba3dafb276c71db671e7fc
https://doi.org/10.1177/0731948715616757
Zobrazit plný text záznamu
7
Validity of CBM measures of oral reading fluency and reading comprehension on high-stakes reading assessments in Grades 7 and 8
Autor: Doris Luft Baker, Julie Alonzo, Scott K. Baker, Gerald Tindal, Tracy Bousselot, Edward J. Kameenui, Jean-Louise Smith, Gina Biancarosa, Bitnara Jasmine Park
Publikováno v: Reading and Writing. 28:57-104
We examined the criterion validity and diagnostic efficiency of oral reading fluency (ORF), word reading accuracy, and reading comprehension (RC) for students in Grades 7 and 8 taking into account form effects of ORF, time of assessment, and individu
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::fc0d5cb02546280015f698037d590901
https://doi.org/10.1007/s11145-014-9505-4
Zobrazit plný text záznamu
8
Effects of a paired bilingual reading program and an English-only program on the reading performance of English learners in Grades 1–3
Autor: Scott K. Baker, Deni Lee Basaraba, Yonghan Park, Carrie Thomas Beck, Doris Luft Baker, Edward J. Kameenui
Publikováno v: Journal of School Psychology. 50:737-758
This longitudinal study examined the effects of a paired bilingual program and an English-only reading program on English reading outcomes for Spanish-speaking English learners (ELs) in first, second, and third grades. Participants were 214 ELs enrol
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::323e8c078e1c5433754d8dcb2cc02e94
https://doi.org/10.1016/j.jsp.2012.09.002
Zobrazit plný text záznamu
9
The impact of a systematic and explicit vocabulary intervention in Spanish with Spanish-speaking English learners in first grade
Autor: Edward J. Kameenui, Doris Luft Baker, Yonghan Park, Keith Smolkowski, Johanna Cena, Scott K. Baker
Publikováno v: Reading and Writing. 26:1289-1316
This study examined the impact of a 15-min daily explicit vocabulary intervention in Spanish on expressive and receptive vocabulary knowledge and oral reading fluency in Spanish, and on language proficiency in English. Fifty Spanish-speaking English
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::9991111df62744b0af322a048cf82b08
https://doi.org/10.1007/s11145-012-9419-y
Zobrazit plný text záznamu
10
The Impact of Oregon Reading First on Student Reading Outcomes
Autor: Scott K. Baker, Keith Smolkowski, Jeanie Mercier Smith, Hank Fien, Carrie Thomas Beck, Edward J. Kameenui
Publikováno v: The Elementary School Journal. 112:307-331
This study examined the impact of Oregon Reading First on student reading outcomes. Outcomes in schools that began Reading First implementation in 2003–2004 (Cohort A) were compared to outcomes in schools that began Reading First implementation in
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::3a23613d4acae893ff7f6262d6fcdb5c
https://doi.org/10.1086/661995
Zobrazit plný text záznamu

Vyhledávací nástroje:

Upřesnit hledání

Omezení vyhledávání
Plný text Recenzováno Digitální knihovna AV ČR
Zdroje