Longitudinal prediction of 1st and 2nd grade english oral reading fluency in english language learners: Which early reading and language skills are better predictors?

Emily J. Solari; Terese C. Aceves; Ignacio Higareda; Cara Richards-Tutor; Alexis L. Filippini; Michael M. Gerber; Jill Leafstedt

doi:10.1002/pits.21743

Longitudinal prediction of 1st and 2nd grade english oral reading fluency in english language learners: Which early reading and language skills are better predictors?

Emily J. Solari
, Terese C. Aceves
, Ignacio Higareda
, Cara Richards-Tutor
, Alexis L. Filippini
, Michael M. Gerber
, Jill Leafstedt

Research output: Contribution to journal › Article › peer-review

Original language	English
Pages (from-to)	126-142
Number of pages	17
Journal	Psychology in the Schools
Volume	51
Issue number	2
DOIs	https://doi.org/10.1002/pits.21743
State	Published - Feb 2014

ASJC Scopus Subject Areas

Education
Developmental and Educational Psychology

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10.1002/pits.21743

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title = "Longitudinal prediction of 1st and 2nd grade english oral reading fluency in english language learners: Which early reading and language skills are better predictors?",

author = "Solari, \{Emily J.\} and Aceves, \{Terese C.\} and Ignacio Higareda and Cara Richards-Tutor and Filippini, \{Alexis L.\} and Gerber, \{Michael M.\} and Jill Leafstedt",

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doi = "10.1002/pits.21743",

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pages = "126--142",

journal = "Psychology in the Schools",

issn = "0033-3085",

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T2 - Which early reading and language skills are better predictors?

AU - Solari, Emily J.

AU - Aceves, Terese C.

AU - Higareda, Ignacio

AU - Richards-Tutor, Cara

AU - Filippini, Alexis L.

AU - Gerber, Michael M.

AU - Leafstedt, Jill

PY - 2014/2

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DO - 10.1002/pits.21743

M3 - Article

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VL - 51

SP - 126

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JO - Psychology in the Schools

JF - Psychology in the Schools

IS - 2

ER -

Longitudinal prediction of 1st and 2nd grade english oral reading fluency in english language learners: Which early reading and language skills are better predictors?

ASJC Scopus Subject Areas

Access to Document

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