Zobrazeno 1 - 10
of 24
pro vyhledávání: '"Ruth A. Kaminski"'
Publikováno v:
School Psychology Review. 49:321-332
Much is known about the role of vocabulary in reading and the instructional procedures that improve vocabulary. Relatively less is known about feasible approaches to implement vocabulary interventi...
Publikováno v:
Assessment for Effective Intervention. 46:178-187
Vocabulary skills are important for overall reading competence, but vocabulary assessment approaches that inform instructional decision-making and are sensitive to improvement are limited. This article describes a process for developing vocabulary me
Autor:
Woo Kil Joo, Ruth A. Kaminski
Publikováno v:
Journal of Language Sciences. 24:187-204
In this paper, the importance of formative assessment for monitoring the progress of ESL(English As a Second Language)/EFL(English As a Foreign Language) students in the area of early literacy and reading skills was discussed. It is important to poin
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
Autor:
Judith J. Carta, Howard Goldstein, Ruth A. Kaminski, Jane Atwater, Charles R. Greenwood, Scott R. McConnell
Publikováno v:
Journal of Early Intervention. 36:246-262
The prevalence of struggling readers by third grade nationwide is estimated at one in three. Reports trace the roots of this problem to early childhood and the opportunity to learn language and early literacy skills at home and in preschool. Reports
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
Publikováno v:
Topics in Early Childhood Special Education. 34:71-82
Assessment is at the center of a decision-making model within a Response to Intervention (RTI) framework. Assessments that can be used for universal screening and progress monitoring in early childhood RTI models are needed that are both psychometric
Publikováno v:
Young Exceptional Children. 15:18-32
Publikováno v:
Assessment for Effective Intervention. 36:94-106
This article presents initial findings from a study examining First Sound Fluency (FSF), which is a brief measure of early phonemic awareness (PA) skills. Students in prekindergarten and kindergarten (preK and K) were assessed three times (fall, wint
Publikováno v:
Psychology in the Schools. 45:930-946
This study describes the initial validation of an innovative social--behavioral observational assessment tool that is designed to be used on a repeated basis to assess growth and development of social competence over time to: (a) identify the social