Zobrazeno 1 - 10
of 12
pro vyhledávání: '"Kelly A. Powell-Smith"'
Publikováno v:
The Elementary School Journal. 123:583-598
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::39899605970ddddd70d79a78d5fe94fe
https://doi.org/10.1086/723301
https://doi.org/10.1086/723301
Autor:
Roland H. Good, Elizabeth N. Dewey, Amy N. Warnock, Dave VanLoo, Kelly A. Powell-Smith, Mary Abbott
Publikováno v:
Contemporary School Psychology. 23:258-269
This study examined expectations for reading proficiency in the context of Common Core State Standards assessments and how DIBELS Next can inform decisions about student skills relative to these expectations. Data for cohorts of students in grades 3
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0f7008d1b8b086f7a0da7e0076fdb2b3
https://doi.org/10.1007/s40688-018-0190-1
https://doi.org/10.1007/s40688-018-0190-1
Publikováno v:
Topics in Early Childhood Special Education. 36:205-217
Phonemic awareness has been consistently identified as an essential skill for as well as an important predictor of later reading achievement. Children who lack these early literacy skills at kindergarten entry are more likely to demonstrate both shor
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::17a39b50547450300096509d9636dddd
https://doi.org/10.1177/0271121416642454
https://doi.org/10.1177/0271121416642454
Publikováno v:
Journal of Early Intervention. 36:313-332
Children with the lowest oral language and early literacy skills at entry to kindergarten are the most vulnerable to poor literacy outcomes. This article describes the programmatic development of a Tier 3 early literacy intervention for preschool chi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f79f7402fd90f7ddcd594ac39c9518bc
https://doi.org/10.1177/1053815115581210
https://doi.org/10.1177/1053815115581210
Publikováno v:
Journal of Positive Behavior Interventions. 10:162-178
The purpose of this study was to investigate the effects of computer-presented Social Stories and video models on the social communication skills of three children with High-Functioning Autism/Asperger's Syndrome (HFA/AS). Using a multiple-baseline a
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::dbcad4ce8806af642bcb7d3472396d18
https://doi.org/10.1177/1098300708316259
https://doi.org/10.1177/1098300708316259
Publikováno v:
Journal of Positive Behavior Interventions. 8:43-57
To date, the empirical support for the use of social story interventions for children with Asperger syndrome (AS) is small. The purpose of this study was to examine the effects of individualized social story interventions on the social behavior of th
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9bfa3471edaa82a0e0951e15632a120b
https://doi.org/10.1177/10983007060080010601
https://doi.org/10.1177/10983007060080010601
Publikováno v:
Focus on Autism and Other Developmental Disabilities. 19:194-204
Recent trends in the frequency of diagnoses and special education referrals for children With autism spectrum disorders necessitate the demand for evidence-based educational practices. Specifically, information related to improving social communicati
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9e1465a69ba84e657993591fd0d7ce4f
https://doi.org/10.1177/10883576040190040101
https://doi.org/10.1177/10883576040190040101
Publikováno v:
Psychology in the Schools. 38:299-312
This study investigated differences between two types of reading probe material to monitor students' oral reading fluency over time. Thirty-six second-grade students participated in this study. Twice each week for 5 weeks, participants read two passa
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4451df433c746630e87ae8d745d8b915
https://doi.org/10.1002/pits.1020
https://doi.org/10.1002/pits.1020
Publikováno v:
Exceptional Children. 64:59-79
This study reports results of reintegrating 23 elementary-age students with mild disabilities served in special education pull-out programs into their general education classroom for reading instruction. These students were placed into general educat
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::07350351c8dcf6761c5fd240b7ea3ede
https://doi.org/10.1177/001440299706400105
https://doi.org/10.1177/001440299706400105
Publikováno v:
School Psychology Review. 25:519-539
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::65c76cbe82034cbe944fc223c6bef163
https://doi.org/10.1080/02796015.1996.12085842
https://doi.org/10.1080/02796015.1996.12085842