Sentences by https://padlet.com/rice3336/Bookmarks Add your sentences here. en-us 2021-10-18 02:49:55 UTC 2025-11-23 16:27:53 UTC hello@padlet.com Lyndsay McCabe lmccabe4 https://padlet.com/rice3336/Bookmarks/wish/1838555643 "Consistent small group instruction to intensify instruction for students who needed it is critical for RTI to be successful. Targeted, systematic, explicit instruction, including teacher modeling, scaffolding of instruction, and ample opportunities for students to practice and respond, can result in improved achievement."

Reference:
Siegel, L. S. (2020). Early identification and intervention to prevent reading failure: A response to intervention (RTI) initiative. The Educational and Developmental Psychologist, 37(2), 140–146. https://doi.org/10.1017/edp.2020.21 ]]> 2021-10-23 23:43:33 UTC https://padlet.com/rice3336/Bookmarks/wish/1838555643 Stacey Gershwin sgershwin https://padlet.com/rice3336/Bookmarks/wish/1838651453 "Consistent with the findings of Wadlington and Wadlington’s (2005) work with pre-service and in-service elementary educators and their professors, the early childhood educators in this study held misconceptions about risk factors for dyslexia, as well as the efficacy of interventions at the preschool level."

Reference:
Gonzales, M. & Brown, T. (2019). Early childhood educator’s perceptions of dyslexia and ability to identify students at-risk. Journal of Education and Learning, 8(3), 1-12. https://doi.org/10.5539/jel.v8n3p1

]]> 2021-10-24 02:33:35 UTC https://padlet.com/rice3336/Bookmarks/wish/1838651453 Wesley Thorne https://padlet.com/rice3336/Bookmarks/wish/1838955825 "Misperceptions about dyslexia are common, even among pre-service and in-service educators and their professors."

 Gonzalez, M., & Brown, T. B. (2019). Early childhood educators’ perceptions of dyslexia and ability to identify students at-risk. Journal of Education and Learning, 8(3), 

]]> 2021-10-24 09:08:26 UTC https://padlet.com/rice3336/Bookmarks/wish/1838955825 Emily Cantillon https://padlet.com/rice3336/Bookmarks/wish/1839608410 "The potential for these and other biases supports the need for policies that are designed thoughtfully to support equity in teachers’ implementation of gifted identification procedures."

Matthews, M. S., & Rhodes, H. A. (2020). Examining identification practices and services for young advanced and gifted learners in selected North Carolina school districts. Journal of Advanced Academics, 31(4), 411–435.]]> 2021-10-24 17:14:02 UTC https://padlet.com/rice3336/Bookmarks/wish/1839608410 Oascha Hightower https://padlet.com/rice3336/Bookmarks/wish/1839747634 "One of the most important lessons is that is it possible to identify children at risk for reading disabilities in kindergarten"

Siegel, L. (2020). Early identification and intervention to prevent reading failure: A response to intervention (RTI) initiative
Download Early identification and intervention to prevent reading failure: A response to intervention (RTI) initiative. The Educational and Developmental Psychologist, (37)2, 140-146

]]> 2021-10-24 19:03:43 UTC https://padlet.com/rice3336/Bookmarks/wish/1839747634 Danielle Wall https://padlet.com/rice3336/Bookmarks/wish/1843710354 "This difficulty also may be due to the common but mistaken belief we have observed anecdotally—that giftedness doesn’t show until students are older—which may prevent teachers from looking for or being aware of their students’ gifted potential or related behaviors."

Matthews, M. S., & Rhodes, H. A. (2020). Examining identification practices and services for young advanced and gifted learners in selected North Carolina school districts. Journal of Advanced Academics, 31(4), 411–435. https://doi.org/10.1177/1932202X20908878 ]]> 2021-10-26 03:03:55 UTC https://padlet.com/rice3336/Bookmarks/wish/1843710354 Roslyn Dotterweich https://padlet.com/rice3336/Bookmarks/wish/1845247589 “The lack of a consensus definition of giftedness is also evident in the wide range
of state policies regarding students identified as gifted.”

References
Matthews, M. S., & Rhodes, H. A. (2020). Examining identification practices and services for young advanced and gifted learners in selected North Carolina school districts . Journal of Advanced Academics, 31(4), 411–435. https://doi.org/10.1177/1932202X20908878

]]> 2021-10-26 14:46:57 UTC https://padlet.com/rice3336/Bookmarks/wish/1845247589 Sylvia Simmons https://padlet.com/rice3336/Bookmarks/wish/1846348118 "We believed that if we could implement a good reading program in the early grades it would reduce the number of specialized intervention in later grades."

Siegel, L. S. (2020). Early identification and intervention to prevent reading failure: A response to intervention (RTI) initiative. The Educational and Developmental Psychologist, 37(2), 140–146. https://doi.org/10.1017/edp.2020.21]]> 2021-10-26 21:43:52 UTC https://padlet.com/rice3336/Bookmarks/wish/1846348118 Denisha Gingles (she/her) https://padlet.com/rice3336/Bookmarks/wish/1846738864 "Differences in learning that occurred earlier in students’ lives also are likely 
responsible for observed group mean differences in scores."

Reference:
Matthews, M. S., & Rhodes, H. A. (2020). Examining identification practices and services for young advanced and gifted learners in selected North Carolina school districts  
Download Examining identification practices and services for young advanced and gifted learners in selected North Carolina school districts
. Journal of Advanced Academics, 31(4), 411–435. https://doi.org/10.1177/1932202X20908878
]]> 2021-10-27 01:25:20 UTC https://padlet.com/rice3336/Bookmarks/wish/1846738864 Sarah (Davis) Rotich davi6664 https://padlet.com/rice3336/Bookmarks/wish/1848818547 "We advocate that it is necessary for early childhood education teachers to understand the at-risk factors and
characteristics of dyslexia because lack of knowledge and misconceptions about dyslexia most likely can lead to
ineffective literacy intervention."

Reference
Gonzales, M. & Brown, T. (2019). Early childhood educator’s perceptions of dyslexia and ability to identify students at-risk. Journal of Education and Learning, 8(3), 1-12. https://doi.org/10.5539/jel.v8n3p1]]> 2021-10-27 16:29:52 UTC https://padlet.com/rice3336/Bookmarks/wish/1848818547 Adrienne Bradley https://padlet.com/rice3336/Bookmarks/wish/1849032861 "Though more states are mandating dyslexia screening in the early grades, very few of the mandates require professional development of teachers (IDA, 2018)."

 Gonzalez, M., & Brown, T. B. (2019). Early childhood educators’ perceptions of dyslexia and ability to identify students at-risk. Journal of Education and Learning, 8(3).]]> 2021-10-27 17:44:16 UTC https://padlet.com/rice3336/Bookmarks/wish/1849032861 Kelly Stiles https://padlet.com/rice3336/Bookmarks/wish/1849135973 "Despite inconsistent identification processes that likely contribute to inadequate
student support and the underrepresentation of minority students, when it is provided, gifted education offers students opportunities to grow more rapidly toward
achieving their potential (Kuo et al., 2010)."

Matthews, M. S., & Rhodes, H. A. (2020). Examining identification practices and services for young advanced and gifted learners in selected North Carolina school districts. Journal of Advanced Academics, 31(4), 411–435. https://doi.org/10.1177/1932202X20908878
]]> 2021-10-27 18:22:16 UTC https://padlet.com/rice3336/Bookmarks/wish/1849135973