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Examining Diagnostic Utility Of Celf-5 Sentence Comprehension Test, Dayana Lituma-Solis
Examining Diagnostic Utility Of Celf-5 Sentence Comprehension Test, Dayana Lituma-Solis
NERA Conference Proceedings 2019
In our partnership with urban schools serving large populations of students from lower socioeconomic and culturally diverse backgrounds, we have provided research-based interventions for improving the reading skills of at-risk readers in first and second grade. Our research augments the school’s response-to-intervention (RTI) while simultaneously investigating the efficacy of our assessments and interventions. Because the school we work with tends to have insufficient personnel and resources to serve all who need RTI, it is essential that our screening measures can accurately identify children who may need extra intervention. Last year we were asked to assess kindergarteners and provide an intervention …
A Mini-Meta-Analysis Of The Efficacy Of Dialogic Reading On Silent Reading Efficiency And Comprehension In First Graders, Deborah A. Carroll, Garett Masocco, Joshua Fraser, Mary Spodnick
A Mini-Meta-Analysis Of The Efficacy Of Dialogic Reading On Silent Reading Efficiency And Comprehension In First Graders, Deborah A. Carroll, Garett Masocco, Joshua Fraser, Mary Spodnick
NERA Conference Proceedings 2019
We trained undergraduate student interns to conduct standardized assessments and one-on-one dialogic reading interventions with first graders. The challenges in working in local elementary schools include: small sample sizes, diverse and potentially non-normal samples, and variable testing and intervention conditions. Despite the challenges, we found significant improvements in silent reading efficiency and comprehension and a narrowing of the gap between skilled and non-skilled readers. We report on a mini-meta-analysis of the efficacy of dialogic reading on silent reading comprehension and efficiency, in multiple samples of first graders between 2013 and 2018.
Teacher Perceptions And Education Practice For English Language Learners, Shu Jen Chen-Worley
Teacher Perceptions And Education Practice For English Language Learners, Shu Jen Chen-Worley
NERA Conference Proceedings 2019
This pilot research study examined teachers' perceptions on language acquisition and their education practice for English Language Learners (ELLs). The preliminary results show that most of the teacher participants have insufficient training in language acquisition and more than 50% consider special education or ELL self-contained classrooms would most benefit ELLs.