List of works - Stephanie Al Otaiba

"Waiting to Fail" Redux: Understanding Inadequate Response to Intervention

scientific article

A Longitudinal Cluster-Randomized Controlled Study on the Accumulating Effects of Individualized Literacy Instruction on Students’ Reading From First Through Third Grade ⬇️

scientific article published on June 19, 2013

Academic Responding During Instruction and Reading Outcomes for Kindergarten Students At-risk for Reading Difficulties

scientific article published on January 2014

Advanced Reading Comprehension Expectations in Secondary School: Considerations for Students with Emotional or Behavior Disorders

scientific article published on 24 September 2015

An Examination of Kindergarten Oral Language for African American Students: Are There Meaningful Differences in Comparison to Peers?

scientific article

Assessment Data-Informed Guidance to Individualize Kindergarten Reading Instruction: Findings from a Cluster-Randomized Control Field Trial

scientific article

Componential skills of beginning writing: An exploratory study

scientific article published on October 2011

Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten through Fourth Grade

scientific article published on 16 May 2014

Development of oral reading fluency in children with speech or language impairments: a growth curve analysis

scientific article published on 14 July 2008

Developmental trajectories of writing skills in first grade: Examining the effects of SES and language and/or speech impairments

scientific article published on June 2015

Early Literacy Instruction and Intervention

scientific article

Effectiveness of Early Phonological Awareness Interventions for Students with Speech or Language Impairments

scientific article

End-of-Kindergarten Spelling Outcomes: How Can Spelling Error Analysis Data Inform Beginning Reading Instruction?

scientific article published on 30 August 2016

Evaluating the dimensionality of first-grade written composition

scientific article published on February 2014

Evidence-Based Reading Instruction for Individuals with Autism Spectrum Disorders

scientific article

Exploring the Amount and Type of Writing Instruction during Language Arts Instruction in Kindergarten Classrooms

scientific article published on February 2014

Home Literacy Environments of Young Children with Down Syndrome: Findings from a Web-based Survey

scientific article

Identifying and Intervening with Beginning Readers Who Are At-Risk for Dyslexia: Advances in Individualized Classroom Instruction

scientific article

Improving Professional Development to Enhance Reading Outcomes for Students in Special Education

scientific article published on December 2016

Inaugural Editorial

scientific article published in March 2018

Inhibition, Updating Working Memory, and Shifting Predict Reading Disability Symptoms in a Hybrid Model: Project KIDS.

scientific article

Kindergarten Predictors of Third Grade Writing

scientific article

Language, literacy, attentional behaviors, and instructional quality predictors of written composition for first graders

scientific article published on July 2013

Long Term Effects of First Grade Multi-Tier Intervention

scientific article

Modeling Oral Reading Fluency Development in Latino Students: A Longitudinal Study Across Second and Third Grade

scientific article

Oral Reading Fluency Development for Children with Emotional Disturbance or Learning Disabilities

scientific article published on January 2013

Personalized reading intervention for children with Down syndrome

scientific article published on 20 September 2017

Preparing beginning reading teachers: An experimental comparison of initial early literacy field experiences

scientific article

Print Reading in General Education Kindergarten Classrooms: What Does It Look Like for Students At‐risk for Reading Difficulties? ⬇️

scientific article published on May 1, 2012

Professional development to differentiate kindergarten Tier 1 instruction: Can already effective teachers improve student outcomes by differentiating Tier 1 instruction?

scientific article published on 21 December 2015

Reading First kindergarten classroom instruction and students' growth in phonological awareness and letter naming-decoding fluency

scientific article published on 14 August 2007

Relations among student attention behaviors, teacher practices, and beginning word reading skill

scientific article published on 29 December 2011

Response to Intervention

scientific article published on May 2015

Socioeconomic and gender group differences in early literacy skills: a multiple-group confirmatory factor analysis approach

scientific article

THE CHALLENGING ROLE OF A READING COACH, A CAUTIONARY TALE.

scientific article published on April 2008

Teaching Word Identification to Students with Reading Difficulties and Disabilities

scientific article

The Impact of Transcription Writing Interventions for First-Grade Students.

scientific article published on 20 December 2016

The Relation of Linguistic Awareness and Vocabulary to Word Reading and Spelling for First-Grade Students Participating in Response to Intervention ⬇️

scientific article published on 05 July 2013

The Relationship of Print Reading in Tier I Instruction and Reading Achievement for Kindergarten Students At-Risk for Reading Difficulties

scientific article

The componential model of reading: predicting first grade reading performance of culturally diverse students from ecological, psychological, and cognitive factors assessed at kindergarten entry

scientific article published on 6 January 2012

The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners

scientific article

Theorization and an Empirical Investigation of the Component-Based and Developmental Text Writing Fluency Construct

scientific article published on June 2017

To Wait in Tier 1 or Intervene Immediately: A Randomized Experiment Examining First Grade Response to Intervention (RTI) in Reading

scientific article

Towards an understanding of dimensions, predictors, and gender gap in written composition

scientific article published on February 2015

Understanding Inadequate Response to First Grade Multi-Tier Intervention: Nomothetic and Idiographic Perspectives

scientific article

Vocabulary development and intervention for English learners in the early grades

scientific article published in January 2014

Who are the young children for whom best practices in reading are ineffective? An experimental and longitudinal study

scientific article published in September 2006

Writing Evaluation: Rater and Task Effects on the Reliability of Writing Scores for Children in Grades 3 and 4.

scientific article published on 6 February 2017

Writing fluency and quality in kindergarten and first grade: The role of attention, reading, transcription, and oral language

scientific article

List of works by Stephanie Al Otaiba

"Waiting to Fail" Redux: Understanding Inadequate Response to Intervention

A Longitudinal Cluster-Randomized Controlled Study on the Accumulating Effects of Individualized Literacy Instruction on Students’ Reading From First Through Third Grade ⬇️

Academic Responding During Instruction and Reading Outcomes for Kindergarten Students At-risk for Reading Difficulties

Advanced Reading Comprehension Expectations in Secondary School: Considerations for Students with Emotional or Behavior Disorders

An Examination of Kindergarten Oral Language for African American Students: Are There Meaningful Differences in Comparison to Peers?

Assessment Data-Informed Guidance to Individualize Kindergarten Reading Instruction: Findings from a Cluster-Randomized Control Field Trial

Componential skills of beginning writing: An exploratory study

Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten through Fourth Grade

Development of oral reading fluency in children with speech or language impairments: a growth curve analysis

Developmental trajectories of writing skills in first grade: Examining the effects of SES and language and/or speech impairments

Early Literacy Instruction and Intervention

Effectiveness of Early Phonological Awareness Interventions for Students with Speech or Language Impairments

End-of-Kindergarten Spelling Outcomes: How Can Spelling Error Analysis Data Inform Beginning Reading Instruction?

Evaluating the dimensionality of first-grade written composition

Evidence-Based Reading Instruction for Individuals with Autism Spectrum Disorders

Exploring the Amount and Type of Writing Instruction during Language Arts Instruction in Kindergarten Classrooms

Home Literacy Environments of Young Children with Down Syndrome: Findings from a Web-based Survey

Identifying and Intervening with Beginning Readers Who Are At-Risk for Dyslexia: Advances in Individualized Classroom Instruction

Improving Professional Development to Enhance Reading Outcomes for Students in Special Education

Inaugural Editorial

Inhibition, Updating Working Memory, and Shifting Predict Reading Disability Symptoms in a Hybrid Model: Project KIDS.

Kindergarten Predictors of Third Grade Writing

Language, literacy, attentional behaviors, and instructional quality predictors of written composition for first graders

Long Term Effects of First Grade Multi-Tier Intervention

Modeling Oral Reading Fluency Development in Latino Students: A Longitudinal Study Across Second and Third Grade

Oral Reading Fluency Development for Children with Emotional Disturbance or Learning Disabilities

Personalized reading intervention for children with Down syndrome

Preparing beginning reading teachers: An experimental comparison of initial early literacy field experiences

Print Reading in General Education Kindergarten Classrooms: What Does It Look Like for Students At‐risk for Reading Difficulties? ⬇️

Professional development to differentiate kindergarten Tier 1 instruction: Can already effective teachers improve student outcomes by differentiating Tier 1 instruction?

Reading First kindergarten classroom instruction and students' growth in phonological awareness and letter naming-decoding fluency

Relations among student attention behaviors, teacher practices, and beginning word reading skill

Response to Intervention

Socioeconomic and gender group differences in early literacy skills: a multiple-group confirmatory factor analysis approach

THE CHALLENGING ROLE OF A READING COACH, A CAUTIONARY TALE.

Teaching Word Identification to Students with Reading Difficulties and Disabilities

The Impact of Transcription Writing Interventions for First-Grade Students.

The Relation of Linguistic Awareness and Vocabulary to Word Reading and Spelling for First-Grade Students Participating in Response to Intervention ⬇️

The Relationship of Print Reading in Tier I Instruction and Reading Achievement for Kindergarten Students At-Risk for Reading Difficulties

The componential model of reading: predicting first grade reading performance of culturally diverse students from ecological, psychological, and cognitive factors assessed at kindergarten entry

The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners

Theorization and an Empirical Investigation of the Component-Based and Developmental Text Writing Fluency Construct

To Wait in Tier 1 or Intervene Immediately: A Randomized Experiment Examining First Grade Response to Intervention (RTI) in Reading

Towards an understanding of dimensions, predictors, and gender gap in written composition

Understanding Inadequate Response to First Grade Multi-Tier Intervention: Nomothetic and Idiographic Perspectives

Vocabulary development and intervention for English learners in the early grades

Who are the young children for whom best practices in reading are ineffective? An experimental and longitudinal study

Writing Evaluation: Rater and Task Effects on the Reliability of Writing Scores for Children in Grades 3 and 4.

Writing fluency and quality in kindergarten and first grade: The role of attention, reading, transcription, and oral language