2020 - Fellow of the American Educational Research Association
Psychiatry connects with themes related to Intervention (counseling) and Psychological intervention in her study. Her study in Psychiatry extends to Psychological intervention with its themes. Her research brings together the fields of Law and Reading (process). Law is frequently linked to Reading (process) in her study. Her Pedagogy study typically links adjacent topics like Special education. Special education is often connected to Mathematics education in her work. Her study on Mathematics education is mostly dedicated to connecting different topics, such as Primary education. She regularly ties together related areas like Pedagogy in her Primary education studies. Her research on Linguistics frequently connects to adjacent areas such as Comprehension.
The study of Reading (process) is intertwined with the study of Reading comprehension in a number of ways. Stephanie Al Otaiba integrates many fields, such as Linguistics and Vocabulary, in her works. Her Fluency research extends to Mathematics education, which is thematically connected. Her Fluency study frequently draws parallels with other fields, such as Mathematics education. Her research on Pedagogy frequently links to adjacent areas such as Phonological awareness. By researching both Phonological awareness and Phonemic awareness, she produces research that crosses academic boundaries. Her Phonemic awareness study frequently draws connections between adjacent fields such as Pedagogy. She undertakes interdisciplinary study in the fields of Developmental psychology and Cognitive psychology through her research. She applies her multidisciplinary studies on Cognitive psychology and Developmental psychology in her research.
Her Artificial intelligence research is linked to Mindset, Contrast (vision), Consistency (knowledge bases) and Knowledge level. She brings together Mindset and Linguistics to produce work in her papers. In her study, she carries out multidisciplinary Linguistics and Cognitive psychology research. Stephanie Al Otaiba performs multidisciplinary study in Cognitive psychology and Developmental psychology in her work. Her work in Developmental psychology is not limited to one particular discipline; it also encompasses Learning disability. She combines Learning disability and Dyslexia in her research. Dyslexia connects with themes related to Law in her study. Her Law study frequently draws connections to other fields, such as Reading (process). Many of her studies on Reading (process) apply to Reading rate as well.
This overview was generated by a machine learning system which analysed the scientist’s body of work. If you have any feedback, you can contact us here.
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)
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)
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)
Componential skills of beginning writing: An exploratory study
Young-Suk Kim;Stephanie Al Otaiba;Cynthia Puranik;Jessica Sidler Folsom.
Learning and Individual Differences (2011)
To Wait in Tier 1 or Intervene Immediately A Randomized Experiment Examining First-Grade Response to Intervention in Reading
Stephanie Al Otaiba;Carol M. Connor;Jessica S. Folsom;Jeanne Wanzek.
Exceptional Children (2014)
If you think any of the details on this page are incorrect, let us know.
We appreciate your kind effort to assist us to improve this page, it would be helpful providing us with as much detail as possible in the text box below: