2020 - Fellow of the American Educational Research Association
Her primary areas of study are Reading, Mathematics education, Developmental psychology, Phonological awareness and Literacy. The study incorporates disciplines such as Cognitive psychology, Spelling, Professional development and Fluency in addition to Reading. Her Fluency research integrates issues from Vocabulary and Autism.
Her biological study spans a wide range of topics, including Reading skills and Learning disability. She regularly ties together related areas like Special education in her Developmental psychology studies. She has included themes like Phonology and Primary education in her Phonological awareness study.
Her main research concerns Reading, Mathematics education, Developmental psychology, Literacy and Reading comprehension. Stephanie Al Otaiba works in the field of Reading, focusing on Phonological awareness in particular. Her work on Teaching method and Special education as part of general Mathematics education research is frequently linked to Tier 1 network and Tier 2 network, thereby connecting diverse disciplines of science.
The Developmental psychology study combines topics in areas such as At-risk students, Phonology and Early literacy. Her Literacy research incorporates elements of Psycholinguistics, Social skills and Comprehension. Her studies in Reading comprehension integrate themes in fields like Language proficiency, Vocabulary and Word reading.
The scientist’s investigation covers issues in Reading, Developmental psychology, Mathematics education, Reading comprehension and Response to intervention. Stephanie Al Otaiba interconnects Cognitive psychology, At-risk students and Mindset in the investigation of issues within Reading. Stephanie Al Otaiba performs integrative study on Developmental psychology and Intellectual disability.
Her Mathematics education study combines topics in areas such as Vocabulary and Second-language acquisition. Her Reading comprehension study integrates concerns from other disciplines, such as Intervention effect and Vocabulary development. The various areas that Stephanie Al Otaiba examines in her Response to intervention study include Learning disability and Dyslexia.
Her scientific interests lie mostly in Reading, Developmental psychology, Reading comprehension, At-risk students and Mathematics education. Intervention effect is closely connected to Response to intervention in her research, which is encompassed under the umbrella topic of Reading. Her work deals with themes such as Predictive validity and Phonological awareness, which intersect with At-risk students.
Her Mathematics education study frequently links to related topics such as Emergent literacy. She performs integrative Achievement test and Vocabulary development research in her work. Early literacy, Fluency, Phonemic awareness, Word reading and Cognitive psychology are fields of study that overlap with her Curriculum-based measurement research.
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Characteristics of Children Who Are Unresponsive to Early Literacy Intervention A Review of the Literature
Stephanie Al Otaiba;Douglas Fuchs.
Remedial and Special Education (2002)
Who Are the Young Children for Whom Best Practices in Reading Are Ineffective? An Experimental and Longitudinal Study
Stephanie Al Otaiba;Douglas Fuchs.
Journal of Learning Disabilities (2006)
Is reading important in reading-readiness programs? A randomized field trial with teachers as program implementers
Douglas Fuchs;Lynn S. Fuchs;Anneke Thompson;Stephanie Al Otaiba.
Journal of Educational Psychology (2001)
Peer-Assisted Learning Strategies in Reading Extensions for Kindergarten, First Grade, and High School
Douglas Fuchs;Lynn S. Fuchs;Anneke Thompson;Ebba Svenson.
Remedial and Special Education (2001)
Evidence-Based Reading Instruction for Individuals with Autism Spectrum Disorders
Kelly J. Whalon;Stephanie Al Otaiba;Monica E. Delano.
Focus on Autism and Other Developmental Disabilities (2009)
Assessment Data-Informed Guidance to Individualize Kindergarten Reading Instruction: Findings from a Cluster-Randomized Control Field Trial.
Stephanie Al Otaiba;Carol M Connor;Jessica Sidler Folsom;Luana Greulich.
Elementary School Journal (2011)
Dyslexia and the Brain: What Does Current Research Tell Us?
Roxanne F. Hudson;Leslie High;Stephanie Al Otaiba.
The Reading Teacher (2007)
Effects of a Peer-Mediated Program on Reading Skill Acquisition for Two-Way Bilingual First-Grade Classrooms.
Mary Beth Calhoon;Stephanie Al Otaiba;David Cihak;Amber King.
Learning Disability Quarterly (2007)
A Longitudinal Cluster-Randomized Controlled Study on the Accumulating Effects of Individualized Literacy Instruction on Students’ Reading From First Through Third Grade
Carol Mc Donald Connor;Carol Mc Donald Connor;Frederick J. Morrison;Barry Fishman;Elizabeth C. Crowe.
Psychological Science (2013)
Componential skills of beginning writing: An exploratory study
Young-Suk Kim;Stephanie Al Otaiba;Cynthia Puranik;Jessica Sidler Folsom.
Learning and Individual Differences (2011)
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