The Elementary School Journal (ESJ)

   Vol. 123, n°3, 03/2023

  Recognizing, Preventing, and Intervening for Dyslexia in Vulnerable Students

 

• Examining Reading Difficulty and Reading Disability in Racially and Socioeconomically Diverse Student Populations: Introduction to the Special Issue, Nicole Patton Terry, Astrid Pohl Zuckerman, and Peggy McCardle
• Examining The Preschool to First-Grade Literacy and Language Outcomes of Black Children Experiencing a High-Quality Early Childhood Program, Gary E. Bingham, Chavez Phelps, and Meghan P. Dean
• Examining the Relationship Between Word Reading and Nonword Reading Development Within an Orthographic Learning Framework Are There Variations as a Function of SES and Reading Ability?, Ashley A. Edwards, Laura M. Steacy, Valeria M. Rigobon, Yaacov Petscher, and Donald L. Compton
• Revisiting the Fourth-Grade Slump among Black Children: Taking a Closer Look at Oral Language and Reading, Nicole Patton Terry, Brandy Gatlin-Nash, Mi-Young Webb, S. Rebecca Summy, and Rhonda Raines
• The Impact of Student Race, Sex, and Mindset on Reading Intervention Response at the Upper Elementary Level, Rachel E. Donegan, Jeanne Wanzek, Yaacov Petscher, and Stephanie Al Otaiba
• The Impact of Embedding Behavioral Supports into Reading Instruction for Upper Elementary Students with Reading Difficulties and Inattention, Garrett J. Roberts, Senaida Mehmedovic, Brooke Cote, Jade Wexler, and Phil Strain
• Commentary: Seeing Individual Children and Their Vulnerabilities, Peggy McCardle and Astrid Pohl Zuckerman

https://www.journals.uchicago.edu/toc/esj/current