Zobrazeno 1 - 10
of 131
pro vyhledávání: '"Hollis S. Scarborough"'
Publikováno v:
Language, speech, and hearing services in schools. 49(4)
Purpose The Index of Productive Syntax (IPSyn; Scarborough, 1990) is widely used to measure syntax production in young children. The goal of this article is to promote greater clarity and consistency in machine and hand scoring by presenting a revise
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::32c8107deea0341e691981c6724b602e
https://pubmed.ncbi.nlm.nih.gov/29978201
https://pubmed.ncbi.nlm.nih.gov/29978201
Publikováno v:
Reading and Writing. 26:489-494
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f54774cdeb05b37ba53b44bc211a0c49
https://doi.org/10.1007/s11145-013-9442-7
https://doi.org/10.1007/s11145-013-9442-7
Autor:
Kenneth R. Pugh, Jane Shore, Hollis S. Scarborough, Laurie E. Cutting, John Sabatini, Leonard Katz
Publikováno v:
Reading and Writing. 26:593-613
To obtain a fuller picture of the efficacy of reading instruction programs for adult literacy learners, gains by individual students were examined in a sample (n = 148) in which weak to moderate gains at the group level had been obtained in response
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::cecbef5d9b9a853e0f35e637f221fa64
https://doi.org/10.1007/s11145-012-9385-4
https://doi.org/10.1007/s11145-012-9385-4
Publikováno v:
Scientific Studies of Reading. 10:277-299
Reading comprehension scores from the Wechsler Individual Achievement Tests, the Gates-MacGinitie Reading Test, and the Gray Oral Reading Test were examined in relation to measures of reading, language, and other cognitive skills that have been hypot
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::986c27372b5c4ceb17367e44b7529cd1
https://doi.org/10.1207/s1532799xssr1003_5
https://doi.org/10.1207/s1532799xssr1003_5
Publikováno v:
Child Development. 75:1340-1356
For children whose everyday speech differs greatly from the School English (SE) they encounter in academic materials and settings, it was hypothesized that greater familiarity with SE would be associated with more successful early reading acquisition
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::8d3dbcb355f431c519759251608dd75d
https://doi.org/10.1111/j.1467-8624.2004.00744.x
https://doi.org/10.1111/j.1467-8624.2004.00744.x
Publikováno v:
Journal of Educational Psychology. 95:211-224
Literacy, language, and cognitive skills were compared for 35 4th5th graders with early-identified reading disabilities (RD), 31 with late-identified RD (first seen after 3rd grade), and 95 normally achieving students. Late-identified reading deficit
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::39ce86d4cef51f611ceb5411f281ef37
https://doi.org/10.1037/0022-0663.95.2.211
https://doi.org/10.1037/0022-0663.95.2.211
Publikováno v:
Annals of Dyslexia. 53:47-71
Reading achievement, IQ, and behavior problems were assessed in second and eighth grade for a longitudinal sample of 57 children. Changes in these scores over time were compared for children with no learning disabilities versus children with math or
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0001fca177ab586dd13897f776ea584c
https://doi.org/10.1007/s11881-003-0004-6
https://doi.org/10.1007/s11881-003-0004-6
Autor:
Susan Brady, Hollis S. Scarborough
Publikováno v:
Journal of Literacy Research. 34:299-336
Many phonological terms are found in the contemporary literature on reading, and some inconsistencies and disagreements are apparent in how they are used and understood. To clarify the meanings of these words in current usage, and thereby to facilita
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1d280dabdc2aad0659ab980726445d70
https://doi.org/10.1207/s15548430jlr3403_3
https://doi.org/10.1207/s15548430jlr3403_3
Publikováno v:
Learning Disabilities Research and Practice. 16:230-239
Several decades of research have made it clear that by the time children enter school they already vary widely in their reading-related knowledge and skills. How well do these differences predict differences in reading acquisition? What can they tell
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::65453ca74e1a58f70f7ff9fc225bcfa3
https://doi.org/10.1111/0938-8982.00023
https://doi.org/10.1111/0938-8982.00023
Publikováno v:
Topics in Language Disorders. 20:48-58
The National Research Council report, Preventing Reading Difficulties in Young Children, reviews research on early reading and recommends prevention strategies and optimal interventions for reading difficulties. Since speech-language pathologists oft
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8c53829764682aae5df8c51e69ad1086
https://doi.org/10.1097/00011363-199911000-00006
https://doi.org/10.1097/00011363-199911000-00006