scholarly journals Concurrent Correlates and Predictors of Reading and Spelling Achievement in Deaf and Hearing School Children

2006 ◽  
Vol 11 (3) ◽  
pp. 273-288 ◽  
Author(s):  
F. E. Kyle
Keyword(s):  
School Children ◽  
Spelling Achievement ◽  
Reading And Spelling

Cursive Handwriting, Reading, and Spelling Achievement

1976 ◽  
Vol 12 (1) ◽  
pp. 67-74 ◽  
Author(s):  
George H. Early ◽  
Don A. Nelson ◽  
David J. Kleber ◽  
Mark Treegoob ◽  
Everett Huffman ◽  
...  
Keyword(s):  
Cursive Handwriting ◽  
Spelling Achievement ◽  
Reading And Spelling

The impact of instructional practices in Grades 1 and 2 on reading and spelling achievement in high poverty schools

2006 ◽  
Vol 31 (1) ◽  
pp. 1-29 ◽  
Author(s):  
Barbara R. Foorman ◽  
Christopher Schatschneider ◽  
Michelle N. Eakin ◽  
Jack M. Fletcher ◽  
Louisa C. Moats ◽  
...  
Keyword(s):  
Instructional Practices ◽  
High Poverty ◽  
High Poverty Schools ◽  
Spelling Achievement ◽  
The Impact ◽  
Reading And Spelling

Teacher Identification of Elementary School Children with Hearing Loss

1978 ◽  
Vol 9 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Richard H. Nodar
Keyword(s):  
Elementary School ◽  
Hearing Loss ◽  
School Children ◽  
Elementary School Children ◽  
Total Sample ◽  
Hearing Impaired ◽  
Teacher Interviews ◽  
Teacher Screening ◽  
Children With Hearing Loss ◽  
Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

1979 ◽  
Vol 10 (2) ◽  
pp. 81-92
Author(s):  
Susan Freedman Gilbert
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Children ◽  
Developmental Delays ◽  
Delayed Diagnosis ◽  
Language Impairments ◽  
Developmentally Delayed ◽  
Speech And Language ◽  
Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

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