Emily Rodgers
Biographic Data
| ID | 5742286 |
|---|---|
| NAME | Emily Rodgers |
| GIVEN NAMES | Emily |
| FAMILY NAME | Rodgers |
| SIGNATURE | RODGERS E |
| AFFILIATIONS | The Ohio State University, Columbus, OH |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2018 |
| H-INDEX | 2 |
Addressing Inadequacies of the Observation Survey of Early Literacy Achievement
The authors used nationally based, random sample data from three different years (2009–2010, 2011–2012, and 2014–2015) for nearly 20,000 first‐grade students ( n = 9,760, 3,657, and 3,121, respectively) to examine long‐reported inadequacies of a commonly used early literacy assessment tool, the Observation Survey of Early Literacy Achievement ( OSELA ), chief among them the skewness and nonequal interval nature of the scores that are obtained on …
Literacy Achievement Trends at Entry to First Grade
Recent shifts in policy and practice have brought an increasingly more academic focus to the early grades, evidenced in rising standards and the now widely accepted notion that kindergarten is the new first grade. These views however are mostly supported by teacher and parent self-reports and not by an analysis of literacy achievement data. We created an up-to-date literacy profile for beginning readers using a multiple cohort database that conta…
Examining the Nature of Scaffolding in an Early Literacy Intervention
In this study, we used Reading Recovery as the context to examine the relationship between three types of contingent teaching (temporal, instructional, and domain contingency) and student outcomes in a one‐to‐one literacy tutoring setting. We first created a National Teacher Effectiveness Index for all Reading Recovery teachers in the country and then used that index to identify two distinct groups of teachers from an existing data repository of …
Literacy Achievement Trends at Entry to First Grade
Recent shifts in policy and practice have brought an increasingly more academic focus to the early grades, evidenced in rising standards and the now widely accepted notion that kindergarten is the new first grade. These views however are mostly supported by teacher and parent self-reports and not by an analysis of literacy achievement data. We created an up-to-date literacy profile for beginning readers using a multiple cohort database that conta…
Examining the Nature of Scaffolding in an Early Literacy Intervention
In this study, we used Reading Recovery as the context to examine the relationship between three types of contingent teaching (temporal, instructional, and domain contingency) and student outcomes in a one‐to‐one literacy tutoring setting. We first created a National Teacher Effectiveness Index for all Reading Recovery teachers in the country and then used that index to identify two distinct groups of teachers from an existing data repository of …
Addressing Inadequacies of the Observation Survey of Early Literacy Achievement
The authors used nationally based, random sample data from three different years (2009–2010, 2011–2012, and 2014–2015) for nearly 20,000 first‐grade students ( n = 9,760, 3,657, and 3,121, respectively) to examine long‐reported inadequacies of a commonly used early literacy assessment tool, the Observation Survey of Early Literacy Achievement ( OSELA ), chief among them the skewness and nonequal interval nature of the scores that are obtained on …
Examining the Nature of Scaffolding in an Early Literacy Intervention
In this study, we used Reading Recovery as the context to examine the relationship between three types of contingent teaching (temporal, instructional, and domain contingency) and student outcomes in a one‐to‐one literacy tutoring setting. We first created a National Teacher Effectiveness Index for all Reading Recovery teachers in the country and then used that index to identify two distinct groups of teachers from an existing data repository of …
Literacy Achievement Trends at Entry to First Grade
Recent shifts in policy and practice have brought an increasingly more academic focus to the early grades, evidenced in rising standards and the now widely accepted notion that kindergarten is the new first grade. These views however are mostly supported by teacher and parent self-reports and not by an analysis of literacy achievement data. We created an up-to-date literacy profile for beginning readers using a multiple cohort database that conta…
Addressing Inadequacies of the Observation Survey of Early Literacy Achievement
The authors used nationally based, random sample data from three different years (2009–2010, 2011–2012, and 2014–2015) for nearly 20,000 first‐grade students ( n = 9,760, 3,657, and 3,121, respectively) to examine long‐reported inadequacies of a commonly used early literacy assessment tool, the Observation Survey of Early Literacy Achievement ( OSELA ), chief among them the skewness and nonequal interval nature of the scores that are obtained on …
Literacy (3 works) · Mathematics education (3 works) · Parental Involvement in Education (3 works) · Pedagogy (3 works) · Psychology (3 works) · Reading and Literacy Development (3 works) · Early Childhood Education and Development (2 works) · Reading (process) (2 works) · Academic achievement (1 work) · Context (archaeology) (1 work)