Zobrazeno 1 - 6
of 6
pro vyhledávání: '"Kristen A. Munger"'
Autor:
Maria S. Murray, Kristen A. Munger
Publikováno v:
Educational Assessment. 22:124-137
The purpose of this study was to examine the validity evidence of first-grade spelling scores from a standardized test of nonsense word spellings and their potential value within universal literacy...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6dd69a1798bbcde3a25e25ac098d4186
https://doi.org/10.1080/10627197.2017.1309275
https://doi.org/10.1080/10627197.2017.1309275
Autor:
Erin A. Kawryga, Kristen A. Munger, Siani Y. Medina, Stephen A. LoFaro, Elizabeth A. Sovocool
Publikováno v:
Educational Assessment. 19:204-228
This study involved examination of the validity evidence of the Dynamic Indicators of Basic Early Literacy Skills–Next Edition (DIBELS Next) for a sample of 85 third- and fifth-grade students, in reference to the “simple view” of reading. Tests
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2a9800f5a3e8188197b1367bc8b6b173
https://doi.org/10.1080/10627197.2014.934609
https://doi.org/10.1080/10627197.2014.934609
Publikováno v:
The Elementary School Journal. 114:479-500
In this study, the student texts and teacher guides of two reading intervention programs for at-risk, first-grade students were analyzed and compared: Fountas and Pinnell’s Leveled Literacy Intervention (LLI) and Scott Foresman’s My Sidewalks (MS
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::53c1f86391cfd5f23fcde72fe016bc1c
https://doi.org/10.1086/675635
https://doi.org/10.1086/675635
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
Publikováno v:
Intervention in School and Clinic. 47:144-151
For students with reading disabilities who experience difficulties with oral reading fluency, school-based interventions frequently focus on increasing speed through interventions such as repeated readings of texts. Students may not respond adequatel
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b4b118bd8b00293d91eea961a2902159
https://doi.org/10.1177/1053451211423812
https://doi.org/10.1177/1053451211423812