Jack Μ Fletcher
Datos Biográficos
| ID | 3425359 |
|---|---|
| NOMBRE | Jack Μ Fletcher |
| NOMBRES | Jack Μ |
| APELLIDO | Fletcher |
| FIRMA | FLETCHER J Μ |
| AFILIACIONES | University of Houston |
| ORCID | 0000-0002-1181-6721 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 26 |
| TOTAL DE CITAS | 123 |
| TOTAL COMO AUTOR | 26 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1975 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2024 |
| ÍNDICE H | 6 |
An Extensive Reading Intervention for Emergent Bilingual Students With Significant Reading Difficulties in Middle School
This U.S. study evaluated the effects of a reading intervention for emergent bilingual students with significant reading difficulties in Grades 6 and 7 within a multisite randomized controlled trial. Emergent bilinguals were randomized to a researcher-provided intervention ( n = 171) or business-as-usual comparison condition ( n = 169). Results on a measure of word reading indicated significant differences favoring treatment after Year 1; however…
The critical role of instructional response in defining and identifying students with dyslexia
The Role of Neural and Genetic Processes in Learning to Read and Specific Reading Disabilities
To learn to read, the brain must repurpose neural systems for oral language and visual processing to mediate written language. We begin with a description of computational models for how alphabetic written language is processed. Next, we explain the roles of a dorsal sublexical system in the brain that relates print and speech, a ventral lexical system that develops the visual expertise for rapid orthographic processing at the word level, and the…
Internalizing Symptoms and Reading Difficulties Among Early Elementary School Students
The Critical Role of Instructional Response for Identifying Dyslexia and Other Learning Disabilities
This article addresses the nature of dyslexia and best practices for identification and treatment within the context of multitier systems of support (MTSS). We initially review proposed definitions of dyslexia to identify key commonalities and differences in proposed attributes. We then review empirical evidence for proposed definitional attributes, focusing on key sources of controversy, including the role of IQ, instructional response, as well …
Text-Processing Differences in Adolescent Adequate and Poor Comprehenders Reading Accessible and Challenging Narrative and Informational Text
Based on the analysis of 620 think-aloud verbal protocols from students in grades 7, 9, and 11, we examined students' conscious engagement in inference generation, paraphrasing, verbatim text repetition, and monitoring while reading narrative or informational texts that were either at or above the students' current reading levels. Students were randomly assigned to read informational or narrative text, and each student read two texts in their ass…
Using Structural Equation Modeling to Assess Functional Connectivity in the Brain
The present study assessed the impact of sample size on the power and fit of structural equation modeling applied to functional brain connectivity hypotheses. The data consisted of time-constrained minimum norm estimates of regional brain activity during performance of a reading task obtained with magnetoencephalography. Power analysis was first conducted for an autoregressive model with 5 latent variables (brain regions), each defined by 3 indic…
The Flynn effect
The Flynn effect refers to the observed rise in IQ scores over time, which results in norms obsolescence. Although the Flynn effect is widely accepted, most efforts to estimate it have relied upon "scorecard" approaches that make estimates of its magnitude and error of measurement controversial and prevent determination of factors that moderate the Flynn effect across different IQ tests. We conducted a meta-analysis to determine the magnitude of …
Effects of a Response‐Based, Tiered Framework for Intervening With Struggling Readers in Middle School
This study addressed the effects of multiyear, response‐based, tiered intervention for struggling readers in grades 6–8. A sample of 768 sixth‐grade students with reading difficulties was randomized to a response‐based, tiered‐intervention condition or “business as usual,” and initial treatment status was maintained over the three‐year study. To estimate the effect of treatment and to address questions about the acceleration of learning, a multip…
Anxiety and Reading Difficulties in Early Elementary School
One-Year Follow-Up Outcomes of Spanish and English Interventions for English Language Learners at Risk for Reading Problems
The authors report 1-year follow-up data from 215 English language learners with reading difficulties who received a supplemental first grade reading intervention in the language of their core reading instruction. The researchers provided no intervention or boosters in second grade. The Spanish study revealed significant differences favoring treatment students on Spanish measures of decoding, spelling, fluency, and comprehension (median d = 0.53)…
Validity, reliability, and utility of the Observation Survey of Early Literacy Achievement
S This study evaluated the validity, reliability, and utility of five of the six subtests of Clay's (2002) Observation Survey of Early Literacy Achievement (OS), including Letter Identification, Word Reading, Writing Vocabulary, Hearing and Recording Sounds in Words, and Text Reading. In addition to a review of studies providing assessment of the reliability and validity of the OS, we analyzed (a) the concurrent validity of the OS subtests relati…
Effectiveness of a Spanish Intervention and an English Intervention for English-Language Learners at Risk for Reading Problems
Two studies of Grade 1 reading interventions for English-language (EL) learners at risk for reading problems were conducted. Two samples of EL students were randomly assigned to a treatment or untreated comparison group on the basis of their language of instruction for core reading (i.e., Spanish or English). In all, 91 students completed the English study (43 treatment and 48 comparison), and 80 students completed the Spanish study (35 treatment…
The effects of theoretically different instruction and student characteristics on the skills of struggling readers
This study investigated the effectiveness of combining enhanced classroom instruction and intense supplemental intervention for struggling readers in first grade. Further, it compared two supplemental interventions derived from distinct theoretical orientations, examining them in terms of effects on academic outcomes and whether children's characteristics were differentially related to an instructional intervention. One intervention (Proactive Re…
Specific reading disability (dyslexia)
We summarize some of the most important findings from research evaluating the hypothesized causes of specific reading disability (‘dyslexia’) over the past four decades. After outlining components of reading ability, we discuss manifest causes of reading difficulties, in terms of deficiencies in component reading skills that might lead to such difficulties. The evidence suggests that inadequate facility in word identification due, in most cases, …
Alternative approaches to the definition and identification of learning disabilities
Samuel Torrey Orton award to Jack M. Fletcher
Kindergarten Prediction of Reading Skills
There is considerable focus in public policy on screening children for reading difficulties. Sixty years of research have not resolved questions of what constructs assessed in kindergarten best predict subsequent reading outcomes. This study assessed the relative importance of multiple measures obtained in a kindergarten sample for the prediction of reading outcomes at the end of 1st and 2nd grades. Analyses revealed that measures of phonological…
Validity of IQ-Discrepancy Classifications of Reading Disabilities
According to federal regulations, children with reading difficulties are eligible for special education services under the learning disability category if they display reading skills that are significantly lower than their scores on intelligence (IQ) tests. Children who are poor readers but do not display this discrepancy are not eligible for special education. A meta-analysis involving 46 studies addressing the validity of this classification of…
The role of instruction in learning to read
First and 2nd graders (N = 28?) receiving Title I services received 1 of 3 kinds of classroom reading programs: direct instruction in letter-sound correspondences practiced in decodable text (direct code); less direct instruction in systematic sound-spelling patterns embedded in connected text (embedded code); and implicit instruction in the alphabetic code while reading connected text (implicit code). Children receiving direct code instruction i…
A Matthew Effect for IQ but Not for Reading
Bennett A. Shaywitz, Theodore R. Holford, John M. Holahan, Jack M. Fletcher, Karla K. Stuebing, David J. Francis, Sally E. Shaywitz, A Matthew Effect for IQ but Not for Reading: Results from a Longitudinal Study, Reading Research Quarterly, Vol. 30, No. 4 (Oct. - Nov. - Dec., 1995), pp. 894-906
Neurobehavioral outcomes in diseases of childhood
Psychosociocultural Perspectives on Chronic Cannabis Use
The social standing of marijuana use in Costa Rica becomes important as one examines the results of this study. Before 1968, marijuana use itself defined Costa Rican consumers of the drug as lower class. Its coming to fashionability among Costa Rican upper-middle-class youths during the late 1960's and early 1970's temporarily blurred marijuana's class identification. Nevertheless, the lower-class users' dress, speech and style of use kept them d…
Kindergarten Prediction of Reading Achievement
This paper presents a seven-year longitudinal evaluation of the utility of a kindergarten screening battery for predicting achievement. Based on use of discriminant function analysis and statistical decision theory, results revealed that the battery, administered initially in kindergarten, retained high utility for predicting current achievement outcomes at the end of Grade 6 in this sample
Finger recognition skills and reading achievement
Kindergarten Prediction of Reading Skills
There is considerable focus in public policy on screening children for reading difficulties. Sixty years of research have not resolved questions of what constructs assessed in kindergarten best predict subsequent reading outcomes. This study assessed the relative importance of multiple measures obtained in a kindergarten sample for the prediction of reading outcomes at the end of 1st and 2nd grades. Analyses revealed that measures of phonological…
The Flynn effect
The Flynn effect refers to the observed rise in IQ scores over time, which results in norms obsolescence. Although the Flynn effect is widely accepted, most efforts to estimate it have relied upon "scorecard" approaches that make estimates of its magnitude and error of measurement controversial and prevent determination of factors that moderate the Flynn effect across different IQ tests. We conducted a meta-analysis to determine the magnitude of …
The effects of theoretically different instruction and student characteristics on the skills of struggling readers
This study investigated the effectiveness of combining enhanced classroom instruction and intense supplemental intervention for struggling readers in first grade. Further, it compared two supplemental interventions derived from distinct theoretical orientations, examining them in terms of effects on academic outcomes and whether children's characteristics were differentially related to an instructional intervention. One intervention (Proactive Re…
Text-Processing Differences in Adolescent Adequate and Poor Comprehenders Reading Accessible and Challenging Narrative and Informational Text
Based on the analysis of 620 think-aloud verbal protocols from students in grades 7, 9, and 11, we examined students' conscious engagement in inference generation, paraphrasing, verbatim text repetition, and monitoring while reading narrative or informational texts that were either at or above the students' current reading levels. Students were randomly assigned to read informational or narrative text, and each student read two texts in their ass…
Validity of IQ-Discrepancy Classifications of Reading Disabilities
According to federal regulations, children with reading difficulties are eligible for special education services under the learning disability category if they display reading skills that are significantly lower than their scores on intelligence (IQ) tests. Children who are poor readers but do not display this discrepancy are not eligible for special education. A meta-analysis involving 46 studies addressing the validity of this classification of…
A Matthew Effect for IQ but Not for Reading
Bennett A. Shaywitz, Theodore R. Holford, John M. Holahan, Jack M. Fletcher, Karla K. Stuebing, David J. Francis, Sally E. Shaywitz, A Matthew Effect for IQ but Not for Reading: Results from a Longitudinal Study, Reading Research Quarterly, Vol. 30, No. 4 (Oct. - Nov. - Dec., 1995), pp. 894-906
Validity, reliability, and utility of the Observation Survey of Early Literacy Achievement
S This study evaluated the validity, reliability, and utility of five of the six subtests of Clay's (2002) Observation Survey of Early Literacy Achievement (OS), including Letter Identification, Word Reading, Writing Vocabulary, Hearing and Recording Sounds in Words, and Text Reading. In addition to a review of studies providing assessment of the reliability and validity of the OS, we analyzed (a) the concurrent validity of the OS subtests relati…
Effectiveness of a Spanish Intervention and an English Intervention for English-Language Learners at Risk for Reading Problems
Two studies of Grade 1 reading interventions for English-language (EL) learners at risk for reading problems were conducted. Two samples of EL students were randomly assigned to a treatment or untreated comparison group on the basis of their language of instruction for core reading (i.e., Spanish or English). In all, 91 students completed the English study (43 treatment and 48 comparison), and 80 students completed the Spanish study (35 treatment…
The Role of Neural and Genetic Processes in Learning to Read and Specific Reading Disabilities
To learn to read, the brain must repurpose neural systems for oral language and visual processing to mediate written language. We begin with a description of computational models for how alphabetic written language is processed. Next, we explain the roles of a dorsal sublexical system in the brain that relates print and speech, a ventral lexical system that develops the visual expertise for rapid orthographic processing at the word level, and the…
Effects of a Response‐Based, Tiered Framework for Intervening With Struggling Readers in Middle School
This study addressed the effects of multiyear, response‐based, tiered intervention for struggling readers in grades 6–8. A sample of 768 sixth‐grade students with reading difficulties was randomized to a response‐based, tiered‐intervention condition or “business as usual,” and initial treatment status was maintained over the three‐year study. To estimate the effect of treatment and to address questions about the acceleration of learning, a multip…
One-Year Follow-Up Outcomes of Spanish and English Interventions for English Language Learners at Risk for Reading Problems
The authors report 1-year follow-up data from 215 English language learners with reading difficulties who received a supplemental first grade reading intervention in the language of their core reading instruction. The researchers provided no intervention or boosters in second grade. The Spanish study revealed significant differences favoring treatment students on Spanish measures of decoding, spelling, fluency, and comprehension (median d = 0.53)…
Culture-Fairness of Three Intelligence Tests and a Short-Form Procedure
30 native Costa Ricans were administered three intellignce tests: Raven's Coloured Progressive Matrices, the IPAT Culture-fair Intelligence Test, and a Spanish version of the WAIS. Results indicated that correlations among the three measures were high, particularly between the culture-fair scale and the WAIS. Comparing these two tests suggested a floor effect and positively skewed distribution of standard scores for the culture-fair scale but a n…
Kindergarten Prediction of Reading Achievement
This paper presents a seven-year longitudinal evaluation of the utility of a kindergarten screening battery for predicting achievement. Based on use of discriminant function analysis and statistical decision theory, results revealed that the battery, administered initially in kindergarten, retained high utility for predicting current achievement outcomes at the end of Grade 6 in this sample
Finger recognition skills and reading achievement
Psychosociocultural Perspectives on Chronic Cannabis Use
The social standing of marijuana use in Costa Rica becomes important as one examines the results of this study. Before 1968, marijuana use itself defined Costa Rican consumers of the drug as lower class. Its coming to fashionability among Costa Rican upper-middle-class youths during the late 1960's and early 1970's temporarily blurred marijuana's class identification. Nevertheless, the lower-class users' dress, speech and style of use kept them d…
Neurobehavioral outcomes in diseases of childhood
A Matthew Effect for IQ but Not for Reading
Bennett A. Shaywitz, Theodore R. Holford, John M. Holahan, Jack M. Fletcher, Karla K. Stuebing, David J. Francis, Sally E. Shaywitz, A Matthew Effect for IQ but Not for Reading: Results from a Longitudinal Study, Reading Research Quarterly, Vol. 30, No. 4 (Oct. - Nov. - Dec., 1995), pp. 894-906
The role of instruction in learning to read
First and 2nd graders (N = 28?) receiving Title I services received 1 of 3 kinds of classroom reading programs: direct instruction in letter-sound correspondences practiced in decodable text (direct code); less direct instruction in systematic sound-spelling patterns embedded in connected text (embedded code); and implicit instruction in the alphabetic code while reading connected text (implicit code). Children receiving direct code instruction i…
Validity of IQ-Discrepancy Classifications of Reading Disabilities
According to federal regulations, children with reading difficulties are eligible for special education services under the learning disability category if they display reading skills that are significantly lower than their scores on intelligence (IQ) tests. Children who are poor readers but do not display this discrepancy are not eligible for special education. A meta-analysis involving 46 studies addressing the validity of this classification of…
Specific reading disability (dyslexia)
We summarize some of the most important findings from research evaluating the hypothesized causes of specific reading disability (‘dyslexia’) over the past four decades. After outlining components of reading ability, we discuss manifest causes of reading difficulties, in terms of deficiencies in component reading skills that might lead to such difficulties. The evidence suggests that inadequate facility in word identification due, in most cases, …
Alternative approaches to the definition and identification of learning disabilities
Samuel Torrey Orton award to Jack M. Fletcher
Kindergarten Prediction of Reading Skills
There is considerable focus in public policy on screening children for reading difficulties. Sixty years of research have not resolved questions of what constructs assessed in kindergarten best predict subsequent reading outcomes. This study assessed the relative importance of multiple measures obtained in a kindergarten sample for the prediction of reading outcomes at the end of 1st and 2nd grades. Analyses revealed that measures of phonological…
The effects of theoretically different instruction and student characteristics on the skills of struggling readers
This study investigated the effectiveness of combining enhanced classroom instruction and intense supplemental intervention for struggling readers in first grade. Further, it compared two supplemental interventions derived from distinct theoretical orientations, examining them in terms of effects on academic outcomes and whether children's characteristics were differentially related to an instructional intervention. One intervention (Proactive Re…
Validity, reliability, and utility of the Observation Survey of Early Literacy Achievement
S This study evaluated the validity, reliability, and utility of five of the six subtests of Clay's (2002) Observation Survey of Early Literacy Achievement (OS), including Letter Identification, Word Reading, Writing Vocabulary, Hearing and Recording Sounds in Words, and Text Reading. In addition to a review of studies providing assessment of the reliability and validity of the OS, we analyzed (a) the concurrent validity of the OS subtests relati…
Effectiveness of a Spanish Intervention and an English Intervention for English-Language Learners at Risk for Reading Problems
Two studies of Grade 1 reading interventions for English-language (EL) learners at risk for reading problems were conducted. Two samples of EL students were randomly assigned to a treatment or untreated comparison group on the basis of their language of instruction for core reading (i.e., Spanish or English). In all, 91 students completed the English study (43 treatment and 48 comparison), and 80 students completed the Spanish study (35 treatment…
One-Year Follow-Up Outcomes of Spanish and English Interventions for English Language Learners at Risk for Reading Problems
The authors report 1-year follow-up data from 215 English language learners with reading difficulties who received a supplemental first grade reading intervention in the language of their core reading instruction. The researchers provided no intervention or boosters in second grade. The Spanish study revealed significant differences favoring treatment students on Spanish measures of decoding, spelling, fluency, and comprehension (median d = 0.53)…
Anxiety and Reading Difficulties in Early Elementary School
Effects of a Response‐Based, Tiered Framework for Intervening With Struggling Readers in Middle School
This study addressed the effects of multiyear, response‐based, tiered intervention for struggling readers in grades 6–8. A sample of 768 sixth‐grade students with reading difficulties was randomized to a response‐based, tiered‐intervention condition or “business as usual,” and initial treatment status was maintained over the three‐year study. To estimate the effect of treatment and to address questions about the acceleration of learning, a multip…
Using Structural Equation Modeling to Assess Functional Connectivity in the Brain
The present study assessed the impact of sample size on the power and fit of structural equation modeling applied to functional brain connectivity hypotheses. The data consisted of time-constrained minimum norm estimates of regional brain activity during performance of a reading task obtained with magnetoencephalography. Power analysis was first conducted for an autoregressive model with 5 latent variables (brain regions), each defined by 3 indic…
The Flynn effect
The Flynn effect refers to the observed rise in IQ scores over time, which results in norms obsolescence. Although the Flynn effect is widely accepted, most efforts to estimate it have relied upon "scorecard" approaches that make estimates of its magnitude and error of measurement controversial and prevent determination of factors that moderate the Flynn effect across different IQ tests. We conducted a meta-analysis to determine the magnitude of …
Text-Processing Differences in Adolescent Adequate and Poor Comprehenders Reading Accessible and Challenging Narrative and Informational Text
Based on the analysis of 620 think-aloud verbal protocols from students in grades 7, 9, and 11, we examined students' conscious engagement in inference generation, paraphrasing, verbatim text repetition, and monitoring while reading narrative or informational texts that were either at or above the students' current reading levels. Students were randomly assigned to read informational or narrative text, and each student read two texts in their ass…
The Critical Role of Instructional Response for Identifying Dyslexia and Other Learning Disabilities
This article addresses the nature of dyslexia and best practices for identification and treatment within the context of multitier systems of support (MTSS). We initially review proposed definitions of dyslexia to identify key commonalities and differences in proposed attributes. We then review empirical evidence for proposed definitional attributes, focusing on key sources of controversy, including the role of IQ, instructional response, as well …
Internalizing Symptoms and Reading Difficulties Among Early Elementary School Students
The Role of Neural and Genetic Processes in Learning to Read and Specific Reading Disabilities
To learn to read, the brain must repurpose neural systems for oral language and visual processing to mediate written language. We begin with a description of computational models for how alphabetic written language is processed. Next, we explain the roles of a dorsal sublexical system in the brain that relates print and speech, a ventral lexical system that develops the visual expertise for rapid orthographic processing at the word level, and the…
An Extensive Reading Intervention for Emergent Bilingual Students With Significant Reading Difficulties in Middle School
This U.S. study evaluated the effects of a reading intervention for emergent bilingual students with significant reading difficulties in Grades 6 and 7 within a multisite randomized controlled trial. Emergent bilinguals were randomized to a researcher-provided intervention ( n = 171) or business-as-usual comparison condition ( n = 169). Results on a measure of word reading indicated significant differences favoring treatment after Year 1; however…
Psychology (25 obras) · Reading and Literacy Development (18 obras) · Developmental psychology (15 obras) · Cognitive and developmental aspects of mathematical skills (13 obras) · Linguistics (11 obras) · Mathematics education (11 obras) · Reading (process) (9 obras) · Cognition (8 obras) · Cognitive psychology (8 obras) · Computer Science (6 obras)