Effects of a Supplemental Vocabulary Intervention on the Word Knowledge of Kindergarten Students at Risk for Language and Literacy Difficulties
暂无分享,去创建一个
Paige C. Pullen | D. Betsy McCoach | Michael D. Coyne | R. Zipoli | Susan M. Loftus | Richard Zipoli | D. McCoach | Suzy Loftus
[1] Edward J. Kameenui,et al. Teaching Vocabulary During Shared Storybook Readings: An Examination of Differential Effects , 2004 .
[2] K. Stanovich. Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. , 1986 .
[3] Linnea C. Ehri,et al. Reading storybooks to kindergartners helps them learn new vocabulary words. , 1994 .
[4] Bridget A. Walsh,et al. The Effect of Questioning Style During Storybook Reading on Novel Vocabulary Acquisition of Preschoolers , 2006 .
[5] T. Conway,et al. Intensive Remedial Instruction for Children with Severe Reading Disabilities , 2001, Journal of learning disabilities.
[6] Margaret G. McKeown,et al. Increasing Young Low‐Income Children’s Oral Vocabulary Repertoires through Rich and Focused Instruction , 2007, The Elementary School Journal.
[7] Michael D. Coyne,et al. Quality Indicators for Group Experimental and Quasi-Experimental Research in Special Education , 2005 .
[8] D. Marston,et al. Tiers of Intervention in Responsiveness to Intervention , 2005, Journal of learning disabilities.
[9] Monique Sénéchal,et al. Individual Differences in 4-Year-Old Children's Acquisition of Vocabulary during Storybook Reading. , 1995 .
[10] F. Vellutino,et al. Response to Intervention as a Vehicle for Distinguishing Between Children With and Without Reading Disabilities , 2006, Journal of learning disabilities.
[11] Joseph K. Torgesen,et al. Critical Elements of Classroom and Small–Group Instruction Promote Reading Success in All Children , 2001 .
[12] Patricia A. Carpenter,et al. Cognitive approaches to understanding reading: Implications for instructional practice. , 1986 .
[13] Evelyn S. Johnson,et al. Foundations and Research on Identifying Model Responsiveness-to-Intervention Sites , 2004 .
[14] Sharon Walpole,et al. Learning new words from storybooks: an efficacy study with at-risk kindergartners. , 2005, Language, speech, and hearing services in schools.
[15] Margaret J. Snowling,et al. Beyond phonological skills: broader language skills contribute to the development of reading , 2004 .
[16] Steven A. Stahl,et al. The Effects of Vocabulary Instruction: A Model-Based Meta-Analysis , 1986 .
[17] D. Betsy McCoach,et al. Vocabulary Intervention for Kindergarten Students: Comparing Extended Instruction to Embedded Instruction and Incidental Exposure , 2007 .
[18] Maribeth Gettinger,et al. Time allocated and time spent relative to time needed for learning as determinants of achievement. , 1985 .
[19] Michael N. Faggella-Luby,et al. An Overview of Responsiveness to Intervention: What Practitioners Ought to Know , 2005 .
[20] Dennis W. Moore,et al. Vocabulary acquisition from teacher explanation and repeated listening to stories: Do they overcome the Matthew effect? , 2002 .
[21] B. Wasik,et al. Beyond the Pages of a Book: Interactive Book Reading and Language Development in Preschool Classrooms. , 2001 .
[22] Sharon Vaughn,et al. The Underlying Message in LD Intervention Research: Findings from Research Syntheses , 2000 .
[23] A. Biemiller,et al. Estimating root word vocabulary growth in normative and advantaged populations: Evidence for a common sequence of vocabulary acquisition. , 2001 .
[24] Jack M. Fletcher,et al. The effects of theoretically different instruction and student characteristics on the skills of struggling readers , 2005 .
[25] C. Skinner,et al. Assessing the Relative Effects of Interventions in Students with Mild Disabilities: Assessing Instructional Time , 2002 .
[26] Rollanda E. O'Connor. Increasing the Intensity of Intervention in Kindergarten and First Grade , 2000 .
[27] D. Betsy McCoach,et al. Direct Vocabulary Instruction in Kindergarten: Teaching for Breadth versus Depth , 2009, The Elementary School Journal.
[28] Gene Ouellette,et al. What's Meaning Got to Do With It: The Role of Vocabulary in Word Reading and Reading Comprehension , 2006 .
[29] P. David Pearson,et al. A Vocabulary assessment: What we know and what we need to learn , 2008 .
[30] H. Lee Swanson,et al. Reading Research for Students with LD , 1999, Journal of learning disabilities.
[31] Joseph K. Torgesen,et al. Individual Differences in Response to Early Interventions in Reading: The Lingering Problem of Treatment Resisters , 2000 .
[32] Y. Lou,et al. Within-Class Grouping: A Meta-Analysis , 1996 .
[33] Cynthia A. Ewers,et al. KINDERGARTENERS' VOCABULARY ACQUISITION AS A FUNCTION OF ACTIVE VS. PASSIVE STORYBOOK READING, PRIOR VOCABULARY, AND WORKING MEMORY , 1999 .
[34] Deborah C. Simmons,et al. Attributes of Effective and Efficient Kindergarten Reading Intervention , 2007, Journal of learning disabilities.