Children who do not respond to early literacy instruction: A longitudinal study across kindergarten and first grade

Reading Research Quarterly

Volumn 36, Issue 4, 2001, Pages 344-349

  Al Otaiba, Stephanie ^a  

^a VANDERBILT UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0038845306     PISSN: 00340553     EISSN: None     Source Type: Journal    
DOI: 10.1598/RRQ.36.4.1     Document Type: Article

References (8)

1. AL OTAIBA, S. (2000). Children who do not respond to early literacy instruction: A longitudinal study. Unpublished doctoral dissertation, Vanderbilt University, Nashville, TN.
2. AL OTAIBA, S., & FUCHS, D. (2001, June). Success for many, but not for all: A review of the literature describing characteristics of children unresponsive to early literacy intervention. Poster presented at the annual meeting of the Society for Scientific Study of Reading, Boulder, CO.
3. BLACHMAN, B. (1997). Early intervention and phonological awareness: A cautionary tale. In B. Blachman (Ed.), Foundations of reading acquisition and dyslexia (pp. 408-430). Mahwah, NJ: Erlbaum.
4. FUCHS, D., FUCHS, L.S., THOMPSON, A., AL OTAIBA, S., YEN, L., YANG, N., BRAUN, M., & O'CONNOR, R. (in press). Is reading important in reading-readiness programs? A randomized field trial with teachers as program implementers. Journal of Educational Psychology.
5. FUCHS, D., FUCHS, L.S., AL OTAIBA, S., THOMPSON, A., YEN, L., MCMASTER, K.N., SVENSON, K., & YANG, N.J. (2001). Peer-assisted learning strategies for kindergarteners: A reading readiness program developed by teachers and researchers. Teaching Exceptional Children, 33, 92-96.
6. GOOD, R.H., SIMMONS, D.C., & SMITH, A. (1999). Effective academic interventions in the United States: Evaluating and enhancing the acquisition of early reading skills. Educational and Child Psychology, 15, 56-70.
7. O'CONNOR, R.E., NOTARI-SYVERSON, A., & VADASY, P.F. (1998). Ladders to Literacy: A kindergarten activity book. Baltimore, MD: Paul Brookes.
8. TORGESEN, J.K. (2000). Individual differences in response to early interventions in reading: The lingering problem of treatment resistors. Learning Disabilities Research and Practice, 15, 55-64.