Stephanie Al Otaiba
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Characteristics of children who are unresponsive to early literacy intervention: A review of the literature
S Al Otaiba, D Fuchs
Remedial and Special education 23 (5), 300-316, 2002
Who are the young children for whom best practices in reading are ineffective? An experimental and longitudinal study
S Al Otaiba, D Fuchs
Journal of Learning Disabilities 39 (5), 414-431, 2006
Is reading important in reading-readiness programs? A randomized field trial with teachers as program implementers.
D Fuchs, LS Fuchs, A Thompson, SA Otaiba, L Yen, NJ Yang, M Braun, ...
Journal of Educational Psychology 93 (2), 251, 2001
Peer-assisted learning strategies in reading: Extensions for kindergarten, first grade, and high school
D Fuchs, LS Fuchs, A Thompson, E Svenson, L Yen, S Al Otaiba, N Yang, ...
Remedial and Special Education 22 (1), 15-21, 2001
Evidence-based reading instruction for individuals with autism spectrum disorders
KJ Whalon, S Al Otaiba, ME Delano
Focus on autism and other developmental disabilities 24 (1), 3-16, 2009
Assessment data–informed guidance to individualize kindergarten reading instruction: Findings from a cluster-randomized control field trial
S Al Otaiba, CM Connor, JS Folsom, L Greulich, J Meadows, Z Li
The Elementary school journal 111 (4), 535-560, 2011
Dyslexia and the brain: What does current research tell us?
RF Hudson, L High, SA Otaiba
The reading teacher 60 (6), 506-515, 2007
Effects of a peer-mediated program on reading skill acquisition for two-way bilingual first-grade classrooms
MB Calhoon, SA Otaiba, D Cihak, A King, A Avalos
Learning Disability Quarterly 30 (3), 169-184, 2007
A longitudinal cluster-randomized controlled study on the accumulating effects of individualized literacy instruction on students’ reading from first through third grade
CMD Connor, FJ Morrison, B Fishman, EC Crowe, S Al Otaiba, ...
Psychological science 24 (8), 1408-1419, 2013
Componential skills of beginning writing: An exploratory study
YS Kim, S Al Otaiba, C Puranik, JS Folsom, L Greulich, RK Wagner
Learning and individual differences 21 (5), 517-525, 2011
To wait in Tier 1 or intervene immediately: A randomized experiment examining first-grade response to intervention in reading
S Al Otaiba, CM Connor, JS Folsom, J Wanzek, L Greulich, ...
Exceptional children 81 (1), 11-27, 2014
Assessment and instruction for phonemic awareness and word recognition skills
JK Torgesen, S Al Otaiba, ML Grek
Language and reading disabilities, 128-153, 1999
Is scientifically based reading instruction effective for students with below-average IQs?
JH Allor, PG Mathes, JK Roberts, JP Cheatham, SA Otaiba
Exceptional children 80 (3), 287-306, 2014
Reading First kindergarten classroom instruction and students' growth in phonological awareness and letter naming–decoding fluency
S Al Otaiba, C Connor, H Lane, ML Kosanovich, C Schatschneider, ...
Journal of School Psychology 46 (3), 281-314, 2008
Exploring the importance of reading programs for kindergartners with disabilities in mainstream classrooms
D Fuchs, LS Fuchs, A Thompson, SA Otaiba, L Yen, NJ Yang, M Braun, ...
Exceptional Children 68 (3), 295-311, 2002
Reviewing core kindergarten and first-grade reading programs in light of No Child Left Behind: An exploratory study
S Al Otaiba, ML Kosanovich-Grek, JK Torgesen, L Hassler, M Wahl
Reading & Writing Quarterly 21 (4), 377-400, 2005
Writing fluency and quality in kindergarten and first grade: The role of attention, reading, transcription, and oral language
S Kent, J Wanzek, Y Petscher, S Al Otaiba, YS Kim
Reading and writing 27 (7), 1163-1188, 2014
Improving reading skills in predominantly Hispanic Title 1 first‐grade classrooms: The promise of peer‐assisted learning strategies
MB Calhoon, S Al Otaiba, D Greenberg, A King, A Avalos
Learning disabilities research & Practice 21 (4), 261-272, 2006
Reading instruction for students with emotional and behavioral disorders and at risk of antisocial behaviors in primary grades: Review of literature
MO Rivera, S Al-Otaiba, MA Koorland
Behavioral Disorders 31 (3), 323-339, 2006
Toward an understanding of dimensions, predictors, and the gender gap in written composition.
YS Kim, S Al Otaiba, J Wanzek, B Gatlin
Journal of educational psychology 107 (1), 79, 2015
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