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Self-management interventions within schools can address these concerns by helping students develop necessary social, emotional, and behavioral skills. Thus, the current systematic review synthesized and analyzed school-based self-management interventions used to address challenging classroom behaviors. Objectives The current study aimed to inform practice and policy by (a) evaluating the effectiveness of self-management interventions at improving classroom behaviors and academic outcomes and (b) examining the state of research for self-management interventions based on existing literature. Search Methods Comprehensive search procedures included electronically searching online databases (e.g., EBSCO Academic Search Premier, MEDLINE, ERIC, PsycINFO), hand-searching 19 relevant journals (e.g., School Mental Health, Journal of School Psychology), reference-list searching 21 relevant reviews, and searching gray literature (e.g., contacting authors, searching online dissertation/theses databases and national government clearinghouses/websites). Searches were completed through December of 2020. Selection Criteria Included studies employed either a multiple group-design (i.e., experimental or quasi-experimental) or single-case experimental research design and met the following criteria: (a) utilized a self-management intervention, (b) conducted in a school setting, (c) included school-aged students, and (d) assessed classroom behaviors. Data Collection and Analysis Standard data collection procedures expected by the Campbell Collaboration were used in the current study. Analyses for single-case design studies incorporated three-level hierarchical models to synthesize main effects, and meta-regression for moderation. Further, robust variance estimation was applied to both single-case design and group-design studies to account for dependency issues. Main Results Our final single-case design sample included 75 studies, 236 participants, and 456 effects (i.e., 351 behavioral outcomes and 105 academic outcomes). Our final group-design sample included 4 studies, 422 participants, and 11 total behavioral effects. Most studies occurred in the United States, in urban communities, in public schools, and in elementary settings. Single-case design results indicated that self-management interventions significantly and positively impacted both student classroom behaviors (LRRi = 0.69, 95% confidence interval [CI] [0.59, 0.78]) and academic outcomes (LRRi = 0.58, 95% CI [0.41, 0.76]). Single-case results were found to be moderated by student race and special education status, whereas intervention effects were more pronounced for African American students (F = 5.56, p = 0.02) and students receiving special education services (F = 6.87, p = 0.01). Single-case results were not found to be moderated by intervention characteristics (i.e., intervention duration, fidelity assessment, fidelity method, or training). Despite positive findings for single-case design studies, risk of bias assessment indicated methodological shortcomings that should be considered when interpreting findings. A significant main effect of self-management interventions for improving classroom behaviors was also revealed for group-design studies (g = 0.63, 95% CI [0.08, 1.17]). However, these results should be interpreted with caution given the small number of included group-design studies. Implications for Policy, Practice, and Research The current study, conducted using comprehensive search/screening procedures and advanced meta-analytic techniques, adds to the large amount of evidence indicating that self-management interventions can be successfully used to address student behaviors and academic outcomes. In particular, the use specific self-management elements (i.e., self-determining a performance goal, self-observing and recording progress, reflecting on a target behavior, and administering primary reinforcers) should be considered within current interventions as well as in the development of future interventions. Future research should aim to assess the implementation and effects of self-management at the group or classroom-level within randomized controlled trials.", "publicationTitle": "Campbell Systematic Reviews", "publisher": "", "place": "", "date": "2022", "volume": "18", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "e1223", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1002/cl2.1223", "citationKey": "", "url": "https://onlinelibrary.wiley.com/doi/abs/10.1002/cl2.1223", "accessDate": "2026-03-24T10:28:24Z", "PMID": "", "PMCID": "", "ISSN": "1891-1803", "archive": "", "archiveLocation": "", "shortTitle": "Self-management interventions for reducing challenging behaviors among school-age students", "language": "en", "libraryCatalog": "Wiley Online Library", "callNumber": "", "rights": "© 2022 The Authors. Campbell Systematic Reviews published by John Wiley & Sons Ltd on behalf of The Campbell Collaboration.", "extra": "_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/cl2.1223", "tags": [], "collections": [], "relations": {}, "dateAdded": "2026-03-24T10:28:28Z", "dateModified": "2026-03-24T10:28:28Z" } }, { "key": "3DCHQG5K", "version": 352, "library": { "type": "group", "id": 77439, "name": "MA in Special Education American University", "links": { "alternate": { "href": "https://www.zotero.org/groups/ma_in_special_education_american_university", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/77439/items/3DCHQG5K", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ma_in_special_education_american_university/items/3DCHQG5K", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/77439/items/5F5XQ346", "type": "application/json" } }, "meta": { "createdByUser": { "id": 240612, "username": "sarahatau", "name": "Sarah Irvine Belson", "links": { "alternate": { "href": "https://www.zotero.org/sarahatau", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "3DCHQG5K", "version": 352, "parentItem": "5F5XQ346", "itemType": "attachment", "linkMode": "imported_url", "title": "Full Text PDF", "accessDate": "2026-03-23T19:18:01Z", "url": "https://link.springer.com/content/pdf/10.1007%2Fs11881-017-0140-z.pdf", "note": "", "contentType": "application/pdf", "charset": "", "filename": "Schlesinger and Gray - 2017 - The impact of multisensory instruction on learning letter names and sounds, word reading, and spelli.pdf", "md5": "669527b93195cf76a78f4cc9f64fba53", "mtime": 1774293481432, "tags": [], "relations": {}, "dateAdded": "2026-03-23T19:18:01Z", "dateModified": "2026-03-23T19:18:01Z" } }, { "key": "5F5XQ346", "version": 350, "library": { "type": "group", "id": 77439, "name": "MA in Special Education American University", "links": { "alternate": { "href": "https://www.zotero.org/groups/ma_in_special_education_american_university", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/77439/items/5F5XQ346", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ma_in_special_education_american_university/items/5F5XQ346", "type": "text/html" } }, "meta": { "createdByUser": { "id": 240612, "username": "sarahatau", "name": "Sarah Irvine Belson", "links": { "alternate": { "href": "https://www.zotero.org/sarahatau", "type": "text/html" } } }, "creatorSummary": "Schlesinger and Gray", "parsedDate": "2017-10-01", "numChildren": 1 }, "data": { "key": "5F5XQ346", "version": 350, "itemType": "journalArticle", "title": "The impact of multisensory instruction on learning letter names and sounds, word reading, and spelling", "creators": [ { "creatorType": "author", "firstName": "Nora W.", "lastName": "Schlesinger" }, { "creatorType": "author", "firstName": "Shelley", "lastName": "Gray" } ], "abstractNote": "The purpose of this study was to investigate whether the use of simultaneous multisensory structured language instruction promoted better letter name and sound production, word reading, and word spelling for second grade children with typical development (N = 6) or with dyslexia (N = 5) than structured language instruction alone. The use of non-English graphemes (letters) to represent two pretend languages was used to control for children’s lexical knowledge. A multiple baseline, multiple probe across subjects single-case design, with an embedded alternating treatments design, was used to compare the efficacy of multisensory and structured language interventions. Both interventions provided explicit systematic phonics instruction; however, the multisensory intervention also utilized simultaneous engagement of at least two sensory modalities (visual, auditory, and kinesthetic/tactile). Participant’s graphed data was visually analyzed, and individual Tau-U and weighted Tau-U effect sizes were calculated for the outcome variables of letter name production, letter sound production, word reading, and word spelling. The multisensory intervention did not provide an advantage over the structured intervention for participants with typical development or dyslexia. However, both interventions had an overall treatment effect for participants with typical development and dyslexia, although intervention effects varied by outcome variable.", "publicationTitle": "Annals of Dyslexia", "publisher": "", "place": "", "date": "2017-10-01", "volume": "67", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "219-258", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Ann. of Dyslexia", "DOI": "10.1007/s11881-017-0140-z", "citationKey": "", "url": "https://doi.org/10.1007/s11881-017-0140-z", "accessDate": "2026-03-23T19:17:59Z", "PMID": "", "PMCID": "", "ISSN": "1934-7243", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "en", "libraryCatalog": "Springer Link", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Dyslexia", "type": 1 }, { "tag": "Multisensory", "type": 1 }, { "tag": "Orton-Gillingham", "type": 1 }, { "tag": "Structured language", "type": 1 }, { "tag": "Typical development", "type": 1 } ], "collections": [ "4PEXWL8I" ], "relations": {}, "dateAdded": "2026-03-23T19:17:59Z", "dateModified": "2026-03-23T19:17:59Z" } }, { "key": "9PYAG8RA", "version": 348, "library": { "type": "group", "id": 77439, "name": "MA in Special Education American University", "links": { "alternate": { "href": "https://www.zotero.org/groups/ma_in_special_education_american_university", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/77439/items/9PYAG8RA", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ma_in_special_education_american_university/items/9PYAG8RA", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/77439/items/PM6VDRMN", "type": "application/json" } }, "meta": { "createdByUser": { "id": 240612, "username": "sarahatau", "name": "Sarah Irvine Belson", "links": { "alternate": { "href": "https://www.zotero.org/sarahatau", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "9PYAG8RA", "version": 348, "parentItem": "PM6VDRMN", "itemType": "attachment", "linkMode": "imported_url", "title": "Full Text PDF", "accessDate": "2026-03-11T19:10:00Z", "url": "https://media.proquest.com/media/hms/PFT/1/rGxqd?cit%3Aauth=Sumner%2C+Emma%3BConnelly%2C+Vincent%3BBarnett%2C+Anna+L.&cit%3Atitle=The+influence+of+spelling+ability+on+handwriting+production%3A+Children+with+and+without+dyslexia&cit%3Apub=Journal+of+Experimental+Psychology%3A+Learning%2C+Memory%2C+and+Cognition&cit%3Avol=40&cit%3Aiss=5&cit%3Apg=1441&cit%3Adate=Sep+2014&ic=true&cit%3Aprod=APA+PsycArticles%C2%AE&_a=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%2BgIBToIDA1dlYooDHENJRDoyMDI2MDMxMTE5MDgyODcxMzo2OTk1NzE%3D&_s=%2FdR4i%2FVgnNP79oLDZM37JsUNP%2Bc%3D", "note": "", "contentType": "application/pdf", "charset": "", "filename": "Sumner et al. - 2014 - The influence of spelling ability on handwriting production Children with and without dyslexia.pdf", "md5": "4445524c8f2f5eab55310b325fd2f714", "mtime": 1773256200568, "tags": [], "relations": {}, "dateAdded": "2026-03-11T19:10:00Z", "dateModified": "2026-03-11T19:10:00Z" } }, { "key": "PM6VDRMN", "version": 347, "library": { "type": "group", "id": 77439, "name": "MA in Special Education American University", "links": { "alternate": { "href": "https://www.zotero.org/groups/ma_in_special_education_american_university", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/77439/items/PM6VDRMN", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ma_in_special_education_american_university/items/PM6VDRMN", "type": "text/html" } }, "meta": { "createdByUser": { "id": 240612, "username": "sarahatau", "name": "Sarah Irvine Belson", "links": { "alternate": { "href": "https://www.zotero.org/sarahatau", "type": "text/html" } } }, "creatorSummary": "Sumner et al.", "parsedDate": "2014-09", "numChildren": 1 }, "data": { "key": "PM6VDRMN", "version": 347, "itemType": "journalArticle", "title": "The influence of spelling ability on handwriting production: Children with and without dyslexia", "creators": [ { "creatorType": "author", "firstName": "Emma", "lastName": "Sumner" }, { "creatorType": "author", "firstName": "Vincent", "lastName": "Connelly" }, { "creatorType": "author", "firstName": "Anna L.", "lastName": "Barnett" } ], "abstractNote": "Current models of writing do not sufficiently address the complex relationship between the 2 transcription skills: spelling and handwriting. For children with dyslexia and beginning writers, it is conceivable that spelling ability will influence rate of handwriting production. Our aim in this study was to examine execution speed and temporal characteristics of handwriting when completing sentence-copying tasks that are free from composing demands and to determine the predictive value of spelling, pausing, and motor skill on handwriting production. Thirty-one children with dyslexia ( M age = 9 years 4 months) were compared with age-matched and spelling-ability matched children ( M age = 6 years 6 months). A digital writing tablet and Eye and Pen software were used to analyze handwriting. Children with dyslexia were able to execute handwriting at the same speed as the age-matched peers. However, they wrote less overall and paused more frequently while writing, especially within words. Combined spelling ability and within-word pausing accounted for over 76% of the variance in handwriting production of children with dyslexia, demonstrating that productivity relies on spelling capabilities. Motor skill did not significantly predict any additional variance in handwriting production. Reading ability predicted performance of the age-matched group, and pausing predicted performance for the spelling-ability group. The findings from the digital writing tablet highlight the interactive relationship between the transcription skills and how, if spelling is not fully automatized, it can constrain the rate of handwriting production. Practical implications are also addressed, emphasizing the need for more consideration to be given to what common handwriting tasks are assessing as a whole. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)", "publicationTitle": "Journal of Experimental Psychology: Learning, Memory, and Cognition", "publisher": "American Psychological Association", "place": "Washington, US", "date": "Sep 2014", "volume": "40", "issue": "5", "section": "", "partNumber": "", "partTitle": "", "pages": "1441-1447", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1037/a0035785", "citationKey": "", "url": "https://www.proquest.com/docview/1501369401/abstract/ABFC6A120BA44CCPQ/1", "accessDate": "2026-03-11T19:10:00Z", "PMID": "", "PMCID": "", "ISSN": "0278-7393", "archive": "", "archiveLocation": "", "shortTitle": "The influence of spelling ability on handwriting production", "language": "English", "libraryCatalog": "ProQuest", "callNumber": "", "rights": "© 2014, American Psychological Association. All rights, including for text and data mining, AI training, and similar technologies, are reserved.", "extra": "Num Pages: 1441-1447", "tags": [ { "tag": "Ability", "type": 1 }, { "tag": "Dyslexia", "type": 1 }, { "tag": "Handwriting", "type": 1 }, { "tag": "Motor Skills", "type": 1 }, { "tag": "Spelling", "type": 1 } ], "collections": [ "FYL48SZU" ], "relations": {}, "dateAdded": "2026-03-11T19:10:00Z", "dateModified": "2026-03-11T19:10:00Z" } }, { "key": "FAEN6YWG", "version": 346, "library": { "type": "group", "id": 77439, "name": "MA in Special Education American University", "links": { "alternate": { "href": "https://www.zotero.org/groups/ma_in_special_education_american_university", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/77439/items/FAEN6YWG", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ma_in_special_education_american_university/items/FAEN6YWG", "type": "text/html" } }, "meta": { "createdByUser": { "id": 240612, "username": "sarahatau", "name": "Sarah Irvine Belson", "links": { "alternate": { "href": "https://www.zotero.org/sarahatau", "type": "text/html" } } }, "creatorSummary": "Sumner et al.", "parsedDate": "2013-07", "numChildren": 0 }, "data": { "key": "FAEN6YWG", "version": 346, "itemType": "journalArticle", "title": "Children with dyslexia are slow writers because they pause more often and not because they are slow at handwriting execution", "creators": [ { "creatorType": "author", "firstName": "Emma", "lastName": "Sumner" }, { "creatorType": "author", "firstName": "Vincent", "lastName": "Connelly" }, { "creatorType": "author", "firstName": "Anna L.", "lastName": "Barnett" } ], "abstractNote": "It is commonly assumed that children with dyslexia are slower at handwriting than other children. However, evidence of slow handwriting in children with dyslexia is very mixed. Thirty-one children with dyslexia, aged 9 years, were compared to both age-matched children and younger spelling-ability matched children. Participants completed an alphabet-writing task and a composition task on the surface of a digital writing tablet. Children with dyslexia wrote the same amount of letters per minute in the alphabet task but wrote fewer words per minute when composing their texts than children of the same age. Crucially, no differences were found between children with dyslexia and their same age peers for speed of handwriting execution, measured by the tablet, when writing the alphabet or composing their texts. However, children with dyslexia were found to pause within their compositions as often as the spelling ability matched group. Thus handwriting execution is not impaired in children with dyslexia. The slow writing that is typical of children with dyslexia is due to pausing more often when composing and is related to spelling ability. This may reflect processing problems in response to high cognitive load through having to contend with spelling and composing concurrently.[PUBLICATION ABSTRACT]", "publicationTitle": "Reading and Writing", "publisher": "Springer Nature B.V.", "place": "Dordrecht, Netherlands", "date": "Jul 2013", "volume": "26", "issue": "6", "section": "", "partNumber": "", "partTitle": "", "pages": "991-1008", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1007/s11145-012-9403-6", "citationKey": "", "url": "https://www.proquest.com/docview/1357218071/CB981FF7E12F4EE5PQ/1?sourcetype=Scholarly%20Journals", "accessDate": "2026-03-11T19:09:38Z", "PMID": "", "PMCID": "", "ISSN": "09224777", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "English", "libraryCatalog": "ProQuest", "callNumber": "", "rights": "Springer Science+Business Media Dordrecht 2013", "extra": "Num Pages: 991-1008", "tags": [ { "tag": "Ability", "type": 1 }, { "tag": "Age differences", "type": 1 }, { "tag": "Alphabets", "type": 1 }, { "tag": "Children", "type": 1 }, { "tag": "Cognitive load", "type": 1 }, { "tag": "Dyslexia", "type": 1 }, { "tag": "Handwriting", "type": 1 }, { "tag": "Information processing", "type": 1 }, { "tag": "Spelling", "type": 1 }, { "tag": "Student writing", "type": 1 }, { "tag": "Students with disabilities", "type": 1 }, { "tag": "Tablet", "type": 1 }, { "tag": "Writing", "type": 1 } ], "collections": [ "FYL48SZU" ], "relations": {}, "dateAdded": "2026-03-11T19:09:38Z", "dateModified": "2026-03-11T19:09:38Z" } }, { "key": "LAB4RQCN", "version": 344, "library": { "type": "group", "id": 77439, "name": "MA in Special Education American University", "links": { "alternate": { "href": "https://www.zotero.org/groups/ma_in_special_education_american_university", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/77439/items/LAB4RQCN", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ma_in_special_education_american_university/items/LAB4RQCN", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/77439/items/BAVVZ75N", "type": "application/json" } }, "meta": { "createdByUser": { "id": 240612, "username": "sarahatau", "name": "Sarah Irvine Belson", "links": { "alternate": { "href": "https://www.zotero.org/sarahatau", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "LAB4RQCN", "version": 344, "parentItem": "BAVVZ75N", "itemType": "attachment", "linkMode": "imported_url", "title": "SAGE PDF Full Text", "accessDate": "2026-03-11T13:43:10Z", "url": "https://journals.sagepub.com/doi/pdf/10.1177/0022219419892851", "note": "", "contentType": "application/pdf", "charset": "", "filename": "Prunty and Barnett - 2020 - Accuracy and Consistency of Letter Formation in Children With Developmental Coordination Disorder.pdf", "md5": "0fd279419e2865bad0d4333e8c682bd3", "mtime": 1773236590480, "tags": [], "relations": {}, "dateAdded": "2026-03-11T13:43:10Z", "dateModified": "2026-03-11T13:43:10Z" } }, { "key": "BAVVZ75N", "version": 343, "library": { "type": "group", "id": 77439, "name": "MA in Special Education American University", "links": { "alternate": { "href": "https://www.zotero.org/groups/ma_in_special_education_american_university", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/77439/items/BAVVZ75N", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ma_in_special_education_american_university/items/BAVVZ75N", "type": "text/html" } }, "meta": { "createdByUser": { "id": 240612, "username": "sarahatau", "name": "Sarah Irvine Belson", "links": { "alternate": { "href": "https://www.zotero.org/sarahatau", "type": "text/html" } } }, "creatorSummary": "Prunty and Barnett", "parsedDate": "2020-03-01", "numChildren": 1 }, "data": { "key": "BAVVZ75N", "version": 343, "itemType": "journalArticle", "title": "Accuracy and Consistency of Letter Formation in Children With Developmental Coordination Disorder", "creators": [ { "creatorType": "author", "firstName": "Mellissa", "lastName": "Prunty" }, { "creatorType": "author", "firstName": "Anna L.", "lastName": "Barnett" } ], "abstractNote": "Handwriting difficulties are frequently mentioned in descriptions of developmental coordination disorder (DCD). Recent studies have shown that children with DCD pause more and produce less text than typically developing (TD) peers. This temporal dysfluency indicates a lack of automaticity in handwriting production. One possible contributing factor is the accuracy and consistency of letter formation. The aim of this study was to gain a better understanding of handwriting dysfluency by examining the accuracy and consistency of letter production both within and across different writing tasks. A total of 28 children aged 8 to 15 years with DCD participated in the study with 28 TD age- and gender-matched control participants. They completed the alphabet writing and copy fast tasks from The Detailed Assessment of Speed of Handwriting on a digitizing writing tablet. The accuracy and consistency of letter production were examined. The DCD group had a higher percentage of errors within their letterforms than did the TD peers. Letter production was also less consistent between tasks. Children with DCD appear to have difficulties with the “allograph” (motor program) aspect of handwriting and may require explicit teaching of letter formation.", "publicationTitle": "Journal of Learning Disabilities", "publisher": "SAGE Publications Inc", "place": "", "date": "2020-03-01", "volume": "53", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "120-130", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "J Learn Disabil", "DOI": "10.1177/0022219419892851", "citationKey": "", "url": "https://doi.org/10.1177/0022219419892851", "accessDate": "2026-03-11T13:43:09Z", "PMID": "", "PMCID": "", "ISSN": "0022-2194", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "EN", "libraryCatalog": "SAGE Journals", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "FYL48SZU" ], "relations": {}, "dateAdded": "2026-03-11T13:43:09Z", "dateModified": "2026-03-11T13:43:09Z" } }, { "key": "QZ5NX4ZV", "version": 342, "library": { "type": "group", "id": 77439, "name": "MA in Special Education American University", "links": { "alternate": { "href": "https://www.zotero.org/groups/ma_in_special_education_american_university", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/77439/items/QZ5NX4ZV", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ma_in_special_education_american_university/items/QZ5NX4ZV", "type": "text/html" } }, "meta": { "createdByUser": { "id": 240612, "username": "sarahatau", "name": "Sarah Irvine Belson", "links": { "alternate": { "href": "https://www.zotero.org/sarahatau", "type": "text/html" } } }, "creatorSummary": "Sodani and Belson", "parsedDate": "2024", "numChildren": 0 }, "data": { "key": "QZ5NX4ZV", "version": 342, "itemType": "journalArticle", "title": "Until Every Child can Read: Spanning Boundaries in a Research–Practice Partnership Focusing on Reading and Dual Language Instruction", "creators": [ { "creatorType": "author", "firstName": "Danielle Gervais", "lastName": "Sodani" }, { "creatorType": "author", "firstName": "Sarah Irvine", "lastName": "Belson" } ], "abstractNote": "", "publicationTitle": "", "publisher": "", "place": "", "date": "2024", "volume": "", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "https://www.emerald.com/books/edited-volume/20175/chapter/105450809", "accessDate": "2026-03-08T15:12:12Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Until Every Child can Read", "language": "", "libraryCatalog": "Google Scholar", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "4PEXWL8I" ], "relations": {}, "dateAdded": "2026-03-08T15:12:12Z", "dateModified": "2026-03-08T15:12:12Z" } }, { "key": "BGTJ7ESX", "version": 341, "library": { "type": "group", "id": 77439, "name": "MA in Special Education American University", "links": { "alternate": { "href": "https://www.zotero.org/groups/ma_in_special_education_american_university", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/77439/items/BGTJ7ESX", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ma_in_special_education_american_university/items/BGTJ7ESX", "type": "text/html" } }, "meta": { "createdByUser": { "id": 240612, "username": "sarahatau", "name": "Sarah Irvine Belson", "links": { "alternate": { "href": "https://www.zotero.org/sarahatau", "type": "text/html" } } }, "creatorSummary": "Anderson et al.", "parsedDate": "2025", "numChildren": 0 }, "data": { "key": "BGTJ7ESX", "version": 341, "itemType": "journalArticle", "title": "The Influence of Culturally Responsive Literacy Practices on Students’ Literacy Motivation", "creators": [ { "creatorType": "author", "firstName": "Alida", "lastName": "Anderson" }, { "creatorType": "author", "firstName": "Danielle Gervais", "lastName": "Sodani" }, { "creatorType": "author", "firstName": "Traci", "lastName": "Dennis" }, { "creatorType": "author", "firstName": "Madelyn", "lastName": "Smith" }, { "creatorType": "author", "firstName": "Sarah", "lastName": "Irvine Belson" } ], "abstractNote": "This study investigated the influence of a high intensity reading tutoring intervention program combining culturally responsive literacy (CRL) and science-of-reading (SOR) practices on primary grade students’ literacy motivation. Participants included 10 university-trained tutors working with 38 kindergarten through third-grade students who experienced literacy challenges in two urban elementary schools in the mid-Atlantic region of the United States. Students completed a 6-week CRL-SOR-integrated intervention program with their tutors. Participant interviews and self-reflections on tutoring activities were thematically coded for student literacy motivation based on literacy identity dimensions of criticality, identity, intellect, joy, and skill. Findings revealed that literacy identity dimensions were more frequently associated with CRL-SOR integrated activities and CRL activities, as compared to SOR activities alone. Additionally, literacy identity dimensions were differentially associated with CRL, CRL-SOR, and SOR activities. The findings have practical and research implications in addressing student literacy motivation and literacy identity through CRL-SOR integrated practices.\n , \n Plain language summary\n \n Culturally responsive literacy practices and student motivation\n \n This paper describes a tutoring program in reading using culturally responsive literacy (CRL) practices with elementary students in two schools located in the United States. Research on student literacy motivation and identity is presented, with a framework for student literacy motivation through CRL practices. Findings from tutor and student interviews and self-reflections show connections between student literacy motivation and literacy identity in CRL integrated practices. The findings have implications for practice, research, and policy in re-centering reading interventions to reflect dimensions of student literacy identity to foster literacy motivation. A resource section for literacy educators is included in the Appendix.", "publicationTitle": "Sage Open", "publisher": "", "place": "", "date": "04/2025", "volume": "15", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "21582440251326378", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Sage Open", "DOI": "10.1177/21582440251326378", "citationKey": "", "url": "https://journals.sagepub.com/doi/10.1177/21582440251326378", "accessDate": "2026-03-08T14:56:08Z", "PMID": "", "PMCID": "", "ISSN": "2158-2440, 2158-2440", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "en", "libraryCatalog": "DOI.org (Crossref)", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "4PEXWL8I" ], "relations": {}, "dateAdded": "2026-03-08T14:56:08Z", "dateModified": "2026-03-08T14:56:08Z" } }, { "key": "TGT7KGTQ", "version": 340, "library": { "type": "group", "id": 77439, "name": "MA in Special Education American University", "links": { "alternate": { "href": "https://www.zotero.org/groups/ma_in_special_education_american_university", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/77439/items/TGT7KGTQ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ma_in_special_education_american_university/items/TGT7KGTQ", "type": "text/html" } }, "meta": { "createdByUser": { "id": 240612, "username": "sarahatau", "name": "Sarah Irvine Belson", "links": { "alternate": { "href": "https://www.zotero.org/sarahatau", "type": "text/html" } } }, "creatorSummary": "Archer and Hughes", "parsedDate": "2010-11-08", "numChildren": 1 }, "data": { "key": "TGT7KGTQ", "version": 340, "itemType": "book", "title": "Explicit Instruction: Effective and Efficient Teaching", "creators": [ { "creatorType": "author", "firstName": "Anita L.", "lastName": "Archer" }, { "creatorType": "author", "firstName": "Charles A.", "lastName": "Hughes" } ], "abstractNote": "Explicit instruction is systematic, direct, engaging, and success oriented--and has been shown to promote achievement for all students. This highly practical and accessible resource gives special and general education teachers the tools to implement explicit instruction in any grade level or content area. The authors are leading experts who provide clear guidelines for identifying key concepts, skills, and routines to teach; designing and delivering effective lessons; and giving students opportunities to practice and master new material. Sample lesson plans, lively examples, and reproducible checklists and teacher worksheets enhance the utility of the volume. Purchasers can also download and print the reproducible materials for repeated use. Video clips demonstrating the approach in real classrooms are available at the authors' website: www.explicitinstruction.org.  See also related DVDs from Anita Archer: Golden Principles of Explicit Instruction; Active Participation: Getting Them All Engaged, Elementary Level; and Active Participation: Getting Them All Engaged, Secondary Level", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "2010-11-08", "publisher": "Guilford Publications", "place": "", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "306", "ISBN": "978-1-4625-3360-2", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Explicit Instruction", "language": "en", "libraryCatalog": "Google Books", "callNumber": "", "rights": "", "extra": "Google-Books-ID: 1R7TDwAAQBAJ", "tags": [ { "tag": "Education / Special Education / General", "type": 1 }, { "tag": "Education / Teaching / General", "type": 1 }, { "tag": "Education / Teaching / Subjects / Reading & Phonics", "type": 1 }, { "tag": "Language Arts & Disciplines / Literacy", "type": 1 }, { "tag": "Language Arts & Disciplines / Study & Teaching", "type": 1 }, { "tag": "Psychology / General", "type": 1 } ], "collections": [ "4PEXWL8I" ], "relations": {}, "dateAdded": "2026-03-03T15:46:09Z", "dateModified": "2026-03-03T15:46:09Z" } }, { "key": "AZUCPD95", "version": 340, "library": { "type": "group", "id": 77439, "name": "MA in Special Education American University", "links": { "alternate": { "href": "https://www.zotero.org/groups/ma_in_special_education_american_university", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/77439/items/AZUCPD95", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ma_in_special_education_american_university/items/AZUCPD95", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/77439/items/TGT7KGTQ", "type": "application/json" } }, "meta": { "createdByUser": { "id": 240612, "username": "sarahatau", "name": "Sarah Irvine Belson", "links": { "alternate": { "href": "https://www.zotero.org/sarahatau", "type": "text/html" } } } }, "data": { "key": "AZUCPD95", "version": 340, "parentItem": "TGT7KGTQ", "itemType": "attachment", "linkMode": "linked_url", "title": "Google Books Link", "accessDate": "2026-03-03T15:46:09Z", "url": "https://www.google.com/books?id=1R7TDwAAQBAJ", "note": "", "contentType": "text/html", "charset": "", "tags": [], "relations": {}, "dateAdded": "2026-03-03T15:46:09Z", "dateModified": "2026-03-03T15:46:09Z" } }, { "key": "GNQNF9YC", "version": 338, "library": { "type": "group", "id": 77439, "name": "MA in Special Education American University", "links": { "alternate": { "href": "https://www.zotero.org/groups/ma_in_special_education_american_university", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/77439/items/GNQNF9YC", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ma_in_special_education_american_university/items/GNQNF9YC", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/77439/items/TXCISLC4", "type": "application/json" } }, "meta": { "createdByUser": { "id": 240612, "username": "sarahatau", "name": "Sarah Irvine Belson", "links": { "alternate": { "href": "https://www.zotero.org/sarahatau", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "GNQNF9YC", "version": 338, "parentItem": "TXCISLC4", "itemType": "attachment", "linkMode": "imported_url", "title": "Full Text PDF", "accessDate": "2026-02-20T20:50:53Z", "url": "https://pmc.ncbi.nlm.nih.gov/articles/PMC4389641/pdf/nihms671085.pdf", "note": "", "contentType": "application/pdf", "charset": "", "filename": "Jordan et al. - 2012 - Building Kindergartners’ Number Sense A Randomized Controlled Study.pdf", "md5": "3ef37a6e4ff3a908747130fb07f64ed5", "mtime": 1771620653521, "tags": [], "relations": {}, "dateAdded": "2026-02-20T20:50:53Z", "dateModified": "2026-02-20T20:50:53Z" } }, { "key": "ZIT7JHJ3", "version": 336, "library": { "type": "group", "id": 77439, "name": "MA in Special Education American University", "links": { "alternate": { "href": "https://www.zotero.org/groups/ma_in_special_education_american_university", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/77439/items/ZIT7JHJ3", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ma_in_special_education_american_university/items/ZIT7JHJ3", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/77439/items/TXCISLC4", "type": "application/json" } }, "meta": { "createdByUser": { "id": 240612, "username": "sarahatau", "name": "Sarah Irvine Belson", "links": { "alternate": { "href": "https://www.zotero.org/sarahatau", "type": "text/html" } } } }, "data": { "key": "ZIT7JHJ3", "version": 336, "parentItem": "TXCISLC4", "itemType": "attachment", "linkMode": "linked_url", "title": "Catalog Page", "accessDate": "2026-02-20T20:50:47Z", "url": "https://pmc.ncbi.nlm.nih.gov/articles/PMC4389641/", "note": "", "contentType": "text/html", "charset": "", "tags": [], "relations": {}, "dateAdded": "2026-02-20T20:50:47Z", "dateModified": "2026-02-20T20:50:47Z" } }, { "key": "TXCISLC4", "version": 336, "library": { "type": "group", "id": 77439, "name": "MA in Special Education American University", "links": { "alternate": { "href": "https://www.zotero.org/groups/ma_in_special_education_american_university", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/77439/items/TXCISLC4", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ma_in_special_education_american_university/items/TXCISLC4", "type": "text/html" } }, "meta": { "createdByUser": { "id": 240612, "username": "sarahatau", "name": "Sarah Irvine Belson", "links": { "alternate": { "href": "https://www.zotero.org/sarahatau", "type": "text/html" } } }, "creatorSummary": "Jordan et al.", "parsedDate": "2012-08", "numChildren": 2 }, "data": { "key": "TXCISLC4", "version": 336, "itemType": "journalArticle", "title": "Building Kindergartners’ Number Sense: A Randomized Controlled Study", "creators": [ { "creatorType": "author", "firstName": "Nancy C.", "lastName": "Jordan" }, { "creatorType": "author", "firstName": "Joseph", "lastName": "Glutting" }, { "creatorType": "author", "firstName": "Nancy", "lastName": "Dyson" }, { "creatorType": "author", "firstName": "Brenna", "lastName": "Hassinger-Das" }, { "creatorType": "author", "firstName": "Casey", "lastName": "Irwin" } ], "abstractNote": "Math achievement in elementary school is mediated by performance and growth in number sense during kindergarten. The aim of the present study was to test the effectiveness of a targeted small group number sense intervention for high-risk kindergartners from low-income communities. Children were randomly assigned to one of three groups (n = 44 in each group): a number sense intervention group, a language intervention group, or a business as usual control group. Accounting for initial skill level in mathematical knowledge, children who received the number sense intervention performed better than controls at immediate post test, with meaningful effects on measures of number competencies and general math achievement. Many of the effects held eight weeks after the intervention was completed, suggesting that children internalized what they had learned. There were no differences between the language and control groups on any math-related measures.", "publicationTitle": "Journal of educational psychology", "publisher": "", "place": "", "date": "2012-8", "volume": "104", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "647-660", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "J Educ Psychol", "DOI": "10.1037/a0029018", "citationKey": "", "url": "https://pmc.ncbi.nlm.nih.gov/articles/PMC4389641/", "accessDate": "2026-02-20T20:50:47Z", "PMID": "25866417", "PMCID": "PMC4389641", "ISSN": "0022-0663", "archive": "", "archiveLocation": "", "shortTitle": "Building Kindergartners’ Number Sense", "language": "", "libraryCatalog": "PubMed Central", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "4PEXWL8I" ], "relations": {}, "dateAdded": "2026-02-20T20:50:47Z", "dateModified": "2026-02-20T20:50:47Z" } }, { "key": "LSHTZH5Q", "version": 333, "library": { "type": "group", "id": 77439, "name": "MA in Special Education American University", "links": { "alternate": { "href": "https://www.zotero.org/groups/ma_in_special_education_american_university", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/77439/items/LSHTZH5Q", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ma_in_special_education_american_university/items/LSHTZH5Q", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/77439/items/CMKYF3BZ", "type": "application/json" } }, "meta": { "createdByUser": { "id": 240612, "username": "sarahatau", "name": "Sarah Irvine Belson", "links": { "alternate": { "href": "https://www.zotero.org/sarahatau", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "LSHTZH5Q", "version": 333, "parentItem": "CMKYF3BZ", "itemType": "attachment", "linkMode": "imported_url", "title": "Accepted Version", "accessDate": "2026-02-20T20:50:06Z", "url": "https://europepmc.org/articles/pmc2782699?pdf=render", "note": "", "contentType": "application/pdf", "charset": "", "filename": "Jordan et al. - 2009 - Early math matters Kindergarten number competence and later mathematics outcomes.pdf", "md5": "bf2482d259cc994fc4e92209709ddde7", "mtime": 1771620606597, "tags": [], "relations": {}, "dateAdded": "2026-02-20T20:50:06Z", "dateModified": "2026-02-20T20:50:06Z" } }, { "key": "U39FKQY5", "version": 334, "library": { "type": "group", "id": 77439, "name": "MA in Special Education American University", "links": { "alternate": { "href": "https://www.zotero.org/groups/ma_in_special_education_american_university", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/77439/items/U39FKQY5", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ma_in_special_education_american_university/items/U39FKQY5", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/77439/items/CMKYF3BZ", "type": "application/json" } }, "meta": { "createdByUser": { "id": 240612, "username": "sarahatau", "name": "Sarah Irvine Belson", "links": { "alternate": { "href": "https://www.zotero.org/sarahatau", "type": "text/html" } } } }, "data": { "key": "U39FKQY5", "version": 334, "parentItem": "CMKYF3BZ", "itemType": "attachment", "linkMode": "imported_url", "title": "Snapshot", "accessDate": "2026-02-20T20:50:02Z", "url": "https://psycnet.apa.org/buy/2009-05916-018", "note": "", "contentType": "text/html", "charset": "utf-8", "filename": "2009-05916-018.html", "md5": "5f01ed1ebd6f5e91cfd511b3f51c1d18", "mtime": 1771620602448, "tags": [], "relations": {}, "dateAdded": "2026-02-20T20:50:02Z", "dateModified": "2026-02-20T20:50:02Z" } }, { "key": "CMKYF3BZ", "version": 331, "library": { "type": "group", "id": 77439, "name": "MA in Special Education American University", "links": { "alternate": { "href": "https://www.zotero.org/groups/ma_in_special_education_american_university", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/77439/items/CMKYF3BZ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ma_in_special_education_american_university/items/CMKYF3BZ", "type": "text/html" } }, "meta": { "createdByUser": { "id": 240612, "username": "sarahatau", "name": "Sarah Irvine Belson", "links": { "alternate": { "href": "https://www.zotero.org/sarahatau", "type": "text/html" } } }, "creatorSummary": "Jordan et al.", "parsedDate": "2009", "numChildren": 2 }, "data": { "key": "CMKYF3BZ", "version": 331, "itemType": "journalArticle", "title": "Early math matters: Kindergarten number competence and later mathematics outcomes", "creators": [ { "creatorType": "author", "firstName": "Nancy C.", "lastName": "Jordan" }, { "creatorType": "author", "firstName": "David", "lastName": "Kaplan" }, { "creatorType": "author", "firstName": "Chaitanya", "lastName": "Ramineni" }, { "creatorType": "author", "firstName": "Maria N.", "lastName": "Locuniak" } ], "abstractNote": "Children’s number competencies over 6 time points, from the beginning of kindergarten to the middle of 1st grade, were examined in relation to their mathematics achievement over 5 later time points, from the end of 1st grade to the end of 3rd grade. The relation between early number competence and mathematics achievement was strong and significant throughout the study period. A sequential process growth curve model showed that kindergarten number competence predicted rate of growth in mathematics achievement between 1st and 3rd grades as well as achievement level through 3rd grade. Further, rate of growth in early number competence predicted mathematics performance level in 3rd grade. Although low-income children performed more poorly than their middle-income counterparts in mathematics achievement and progressed at a slower rate, their performance and growth were mediated through relatively weak kindergarten number competence. Similarly, the better performance and faster growth of children who entered kindergarten at an older age were explained by kindergarten number competence. The findings show the importance of early number competence for setting children’s learning trajectories in elementary school mathematics. (PsycInfo Database Record (c) 2025 APA, all rights reserved)", "publicationTitle": "Developmental Psychology", "publisher": "American Psychological Association", "place": "US", "date": "2009", "volume": "45", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "850-867", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1037/a0014939", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1939-0599", "archive": "", "archiveLocation": "", "shortTitle": "Early math matters", "language": "", "libraryCatalog": "APA PsycNet", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Early Childhood Development", "type": 1 }, { "tag": "Longitudinal Studies", "type": 1 }, { "tag": "Mathematics Achievement", "type": 1 }, { "tag": "Number Comprehension", "type": 1 } ], "collections": [ "4PEXWL8I" ], "relations": {}, "dateAdded": "2026-02-20T20:50:00Z", "dateModified": "2026-02-20T20:50:00Z" } }, { "key": "TMI4W58Y", "version": 330, "library": { "type": "group", "id": 77439, "name": "MA in Special Education American University", "links": { "alternate": { "href": "https://www.zotero.org/groups/ma_in_special_education_american_university", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/77439/items/TMI4W58Y", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ma_in_special_education_american_university/items/TMI4W58Y", "type": "text/html" } }, "meta": { "createdByUser": { "id": 240612, "username": "sarahatau", "name": "Sarah Irvine Belson", "links": { "alternate": { "href": "https://www.zotero.org/sarahatau", "type": "text/html" } } }, "creatorSummary": "Bhattacharya", "parsedDate": "2020", "numChildren": 0 }, "data": { "key": "TMI4W58Y", "version": 330, "itemType": "journalArticle", "title": "Syllabic Versus Morphemic Analyses: Teaching Multisyllabic Word Reading to Older Struggling Readers", "creators": [ { "creatorType": "author", "firstName": "Alpana", "lastName": "Bhattacharya" } ], "abstractNote": "The complexities of words in different subject areas increase as students transition from elementary school to middle school. Although most secondary school readers can read monosyllabic words, many other older readers have difficulty with reading multisyllabic words because of their poor phonological and morphological skills. Explicit word-reading instruction, focused on syllabic and morphemic analyses of multisyllabic words, therefore should be considered for advancing older struggling readers’ word-reading skills. Results from word-reading interventions have shown that analyses of syllables and morphemes in multisyllabic words advance older struggling readers’ phonological and morphological skills. Proficiency in recognizing syllables and morphemes in multisyllabic words then promotes older struggling readers’ accurate reading of complex words. Therefore, reading instruction for struggling older readers should focus on using syllable and morpheme analyses for promoting their multisyllabic word reading.", "publicationTitle": "Journal of Adolescent & Adult Literacy", "publisher": "", "place": "", "date": "2020", "volume": "63", "issue": "5", "section": "", "partNumber": "", "partTitle": "", "pages": "491-497", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1002/jaal.984", "citationKey": "", "url": "http://onlinelibrary.wiley.com/doi/abs/10.1002/jaal.984", "accessDate": "2021-12-13T18:42:59Z", "PMID": "", "PMCID": "", "ISSN": "1936-2706", "archive": "", "archiveLocation": "", "shortTitle": "Syllabic Versus Morphemic Analyses", "language": "en", "libraryCatalog": "Wiley Online Library", "callNumber": "", "rights": "", "extra": "_eprint: https://ila.onlinelibrary.wiley.com/doi/pdf/10.1002/jaal.984", "tags": [ { "tag": "3-Early adolescence", "type": 1 }, { "tag": "4-Adolescence", "type": 1 }, { "tag": "7-Special needs", "type": 1 }, { "tag": "Academic language", "type": 1 }, { "tag": "Accuracy < Fluency", "type": 1 }, { "tag": "Achievement gap < Struggling learners", "type": 1 }, { "tag": "Affixes < Vocabulary", "type": 1 }, { "tag": "Analytic < Phonics", "type": 1 }, { "tag": "Automaticity < Fluency", "type": 1 }, { "tag": "Cognitive < Theoretical perspectives", "type": 1 }, { "tag": "Decoding", "type": 1 }, { "tag": "Fluency", "type": 1 }, { "tag": "Instructional intervention < Struggling learners", "type": 1 }, { "tag": "Instructional strategies", "type": 1 }, { "tag": "Linguistics < Theoretical perspectives", "type": 1 }, { "tag": "Morphemic analysis < Decoding", "type": 1 }, { "tag": "Morphology < Vocabulary", "type": 1 }, { "tag": "Onsets and rimes < Phonics", "type": 1 }, { "tag": "Oral reading", "type": 1 }, { "tag": "Phonics", "type": 1 }, { "tag": "Polysyllabic analysis < Decoding", "type": 1 }, { "tag": "Reading strategies < Strategies", "type": 1 }, { "tag": "Remediation < Struggling learners", "type": 1 }, { "tag": "Sight words", "type": 1 }, { "tag": "Speed", "type": 1 }, { "tag": "Structural analysis < Decoding", "type": 1 }, { "tag": "Struggling learners", "type": 1 }, { "tag": "Word structure < Vocabulary", "type": 1 }, { "tag": "Word study", "type": 1 }, { "tag": "and materials", "type": 1 }, { "tag": "methods", "type": 1 }, { "tag": "methods and materials", "type": 1 }, { "tag": "phonemic awareness", "type": 1 }, { "tag": "phonological awareness", "type": 1 }, { "tag": "rate < Fluency", "type": 1 }, { "tag": "read-alouds < Fluency", "type": 1 }, { "tag": "teaching strategies < Strategies", "type": 1 }, { "tag": "word recognition < Decoding", "type": 1 } ], "collections": [ "4PEXWL8I" ], "relations": { "owl:sameAs": "http://zotero.org/groups/2532385/items/ZN3EYHUU" }, "dateAdded": "2026-02-20T20:37:11Z", "dateModified": "2026-02-20T20:37:11Z" } }, { "key": "5I6T4WVD", "version": 329, "library": { "type": "group", "id": 77439, "name": "MA in Special Education American University", "links": { "alternate": { "href": "https://www.zotero.org/groups/ma_in_special_education_american_university", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/77439/items/5I6T4WVD", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ma_in_special_education_american_university/items/5I6T4WVD", "type": "text/html" } }, "meta": { "createdByUser": { "id": 240612, "username": "sarahatau", "name": "Sarah Irvine Belson", "links": { "alternate": { "href": "https://www.zotero.org/sarahatau", "type": "text/html" } } }, "creatorSummary": "Ehri", "parsedDate": "2023", "numChildren": 1 }, "data": { "key": "5I6T4WVD", "version": 329, "itemType": "journalArticle", "title": "Phases of Development in Learning to Read and Spell Words", "creators": [ { "creatorType": "author", "firstName": "Linnea C.", "lastName": "Ehri" } ], "abstractNote": "In elementary school, an important goal of reading instruction is to enable children to read most words automatically by sight so that they can focus on learning from and enjoying what they are reading. But becoming a strong reader takes several years. Parents and caregivers need to know if a child is making good progress in learning to read. Along with many colleagues, the author has been studying how children learn to read for more than 50 years. Her research suggests that children move through four phases on their way to becoming joyful, confident readers. The four phases are presented in this article: (1) Pre-Alphabetic Phase; (2) Partial Alphabetic Phase; (3) Full Alphabetic Phase; and (4) Consolidated Alphabetic Phase.", "publicationTitle": "American Educator", "publisher": "American Federation of Teachers, AFL-CIO", "place": "", "date": "2023/00/00", "volume": "47", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "17-18", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "https://eric.ed.gov/?id=EJ1394529", "accessDate": "2026-02-20T20:21:12Z", "PMID": "", "PMCID": "", "ISSN": "0148-432X", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "en", "libraryCatalog": "ERIC", "callNumber": "", "rights": "", "extra": "ERIC Number: EJ1394529", "tags": [ { "tag": "Alphabets", "type": 1 }, { "tag": "Children", "type": 1 }, { "tag": "Elementary Education", "type": 1 }, { "tag": "Phoneme Grapheme Correspondence", "type": 1 }, { "tag": "Phonemes", "type": 1 }, { "tag": "Phonics", "type": 1 }, { "tag": "Preschool Education", "type": 1 }, { "tag": "Reading Achievement", "type": 1 }, { "tag": "Reading Instruction", "type": 1 }, { "tag": "Sight Vocabulary", "type": 1 }, { "tag": "Spelling", "type": 1 } ], "collections": [ "4PEXWL8I" ], "relations": {}, "dateAdded": "2026-02-20T20:21:12Z", "dateModified": "2026-02-20T20:22:31Z" } }, { "key": "3FV7E8PI", "version": 327, "library": { "type": "group", "id": 77439, "name": "MA in Special Education American University", "links": { "alternate": { "href": "https://www.zotero.org/groups/ma_in_special_education_american_university", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/77439/items/3FV7E8PI", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ma_in_special_education_american_university/items/3FV7E8PI", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/77439/items/5I6T4WVD", "type": "application/json" } }, "meta": { "createdByUser": { "id": 240612, "username": "sarahatau", "name": "Sarah Irvine Belson", "links": { "alternate": { "href": "https://www.zotero.org/sarahatau", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "3FV7E8PI", "version": 327, "parentItem": "5I6T4WVD", "itemType": "attachment", "linkMode": "imported_url", "title": "Full Text PDF", "accessDate": "2026-02-20T20:21:12Z", "url": "http://files.eric.ed.gov/fulltext/EJ1394529.pdf", "note": "", "contentType": "application/pdf", "charset": "", "filename": "Ehr - 2023 - Phases of Development in Learning to Read and Spell Words.pdf", "md5": "9bae8d3f0a8a20eb522a6e7db64bc8d6", "mtime": 1771618872791, "tags": [], "relations": {}, "dateAdded": "2026-02-20T20:21:12Z", "dateModified": "2026-02-20T20:21:12Z" } }, { "key": "8YPSLKEG", "version": 324, "library": { "type": "group", "id": 77439, "name": "MA in Special Education American University", "links": { "alternate": { "href": "https://www.zotero.org/groups/ma_in_special_education_american_university", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/77439/items/8YPSLKEG", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ma_in_special_education_american_university/items/8YPSLKEG", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/77439/items/QIQWFJMS", "type": "application/json" } }, "meta": { "createdByUser": { "id": 240612, "username": "sarahatau", "name": "Sarah Irvine Belson", "links": { "alternate": { "href": "https://www.zotero.org/sarahatau", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "8YPSLKEG", "version": 324, "parentItem": "QIQWFJMS", "itemType": "attachment", "linkMode": "imported_url", "title": "Full Text PDF", "accessDate": "2026-02-20T20:15:58Z", "url": "https://www.tandfonline.com/doi/pdf/10.1207/s1532799xssr0902_4", "note": "", "contentType": "application/pdf", "charset": "", "filename": "Ehri - 2005 - Learning to Read Words Theory, Findings, and Issues.pdf", "md5": "2aa1d73ba9dbc7fd0b5e9bedc0642e56", "mtime": 1771618558468, "tags": [], "relations": {}, "dateAdded": "2026-02-20T20:15:58Z", "dateModified": "2026-02-20T20:15:58Z" } }, { "key": "QIQWFJMS", "version": 323, "library": { "type": "group", "id": 77439, "name": "MA in Special Education American University", "links": { "alternate": { "href": "https://www.zotero.org/groups/ma_in_special_education_american_university", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/77439/items/QIQWFJMS", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ma_in_special_education_american_university/items/QIQWFJMS", "type": "text/html" } }, "meta": { "createdByUser": { "id": 240612, "username": "sarahatau", "name": "Sarah Irvine Belson", "links": { "alternate": { "href": "https://www.zotero.org/sarahatau", "type": "text/html" } } }, "creatorSummary": "Ehri", "parsedDate": "2005-04-01", "numChildren": 1 }, "data": { "key": "QIQWFJMS", "version": 323, "itemType": "journalArticle", "title": "Learning to Read Words: Theory, Findings, and Issues", "creators": [ { "creatorType": "author", "firstName": "Linnea C.", "lastName": "Ehri" } ], "abstractNote": "Reading words may take several forms. Readers may utilize decoding, analogizing, or predicting to read unfamiliar words. Readers read familiar words by accessing them in memory, called sight word reading. With practice, all words come to be read automatically by sight, which is the most efficient, unobtrusive way to read words in text. The process of learning sight words involves forming connections between graphemes and phonemes to bond spellings of the words to their pronunciations and meanings in memory. The process is enabled by phonemic awareness and by knowledge of the alphabetic system, which functions as a powerful mnemonic to secure spellings in memory. Recent studies show that alphabetic knowledge enhances children's learning of new vocabulary words, and it influences their memory for doubled letters in words. Four phases characterize the course of development of sight word learning. The phases are distinguished according to the type of alphabetic knowledge used to form connections: pre-alphabetic, partial, full, and consolidated alphabetic phases. These processes appear to portray sight word learning in transparent as well as opaque writing systems.", "publicationTitle": "Scientific Studies of Reading", "publisher": "Routledge", "place": "", "date": "2005-04-01", "volume": "9", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "167-188", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1207/s1532799xssr0902_4", "citationKey": "", "url": "https://doi.org/10.1207/s1532799xssr0902_4", "accessDate": "2026-02-20T20:15:57Z", "PMID": "", "PMCID": "", "ISSN": "1088-8438", "archive": "", "archiveLocation": "", "shortTitle": "Learning to Read Words", "language": "", "libraryCatalog": "Taylor and Francis+NEJM", "callNumber": "", "rights": "", "extra": "_eprint: https://doi.org/10.1207/s1532799xssr0902_4", "tags": [], "collections": [ "4PEXWL8I" ], "relations": {}, "dateAdded": "2026-02-20T20:15:57Z", "dateModified": "2026-02-20T20:15:57Z" } } ]