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Blom-Hoffman, Jessica; O'Neil-Pirozzi, Therese M.; Cutting, Joanna – Psychology in the Schools, 2006
Dialogic reading (DR) is a set of book-sharing strategies that caregivers can use with preliterate children. The strategies involve actively engaging young children and encouraging them to verbalize during shared book reading. There is a substantial research base that describes the benefits of using DR strategies with toddlers and preschool-age…
Descriptors: Language Skills, Caregivers, Young Children, Public Health
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Wilber, Amy; Cushman, Thomas P. – Psychology in the Schools, 2006
The reauthorization of IDEA (the Individuals With Disabilities Education Improvement Act of 2004) includes potential use of a response to intervention (RTI) model for the identification of learning disabilities. Using this model, a variety of academic interventions may be implemented with a low-achieving student, with the results monitored to…
Descriptors: Student Reaction, Identification, Oral Reading, Learning Disabilities
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Silberglitt, Benjamin; Burns, Matthew K.; Madyun, Na'im H.; Lail, Kathryn E. – Psychology in the Schools, 2006
The No Child Left Behind Act of 2001 mandated statewide accountability testing and focused the accountability conversation on reading. Therefore, the current study examined the relationship between curriculum-based measurement for reading (R-CBM) and state accountability test scores, potential grade differences in relationship magnitude, and…
Descriptors: Federal Legislation, Grade 8, Grade 5, Grade 7
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Spector, Janet E. – Psychology in the Schools, 2005
Informal Reading Inventories (IRI) are often recommended as instructionally relevant measures of reading. However, they have also been criticized for inattention to technical quality. Examination of reliability evidence in nine recently revised IRIs revealed that fewer than half report reliability. Several appear to have sufficient reliability for…
Descriptors: Informal Reading Inventories, Reading Instruction, Reading Difficulties, Reading Research
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Truscott, Diane M.; Truscott, Stephen D. – Psychology in the Schools, 2004
This paper reports on two years of a multiyear consultation/professional development project based on socioconstructivist principles (situated cognition, social context, and scaffolded instruction) that are consistent with key elements of positive psychology. The consultation model used a case analysis framework to engage 12 elementary school…
Descriptors: Scaffolding (Teaching Technique), Student Needs, Social Environment, Psychology