Christina Novelli
Biographic Data
| ID | 9511353 |
|---|---|
| NAME | Christina Novelli |
| GIVEN NAMES | Christina |
| FAMILY NAME | Novelli |
| SIGNATURE | NOVELLI C |
| AFFILIATIONS | University of Georgia, Athens, USA |
| ORCID | 0000-0002-7804-0083 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Are early readers sensitive to the patterns in bisyllabic english words?
Elementary students develop sensitivity to English sound-spelling patterns through instruction and practice. However, it is unclear whether this extends to subtle patterns and whether sensitivity varies by age or reading skill. One such pattern involves the pronunciation of a single-letter vowel (V) in the first syllable of bisyllabic words. A vowel letter is more likely to have a long (tense) sound when followed by a single consonant letter (C) …
A Meta-Analytic Review of Spelling Interventions for Students With or At-Risk for Learning Disabilities
Spelling is a vital academic skill that supports students’ writing and reading development (Kim, 2020). We conducted a comprehensive meta-analytic review of spelling interventions with students with or at-risk for learning disabilities (LDs) employing randomized controlled trials, quasi-experimental designs, and single-case designs. Fifty-nine studies met inclusion criteria—39 group design and 20 single-case design (SCD) studies—comprising 2,229 …
Teaching foundational skills using strategic incremental rehearsal
Strategic incremental rehearsal (SIR) is an efficacious flashcard intervention shown to improve foundational skill acquisition. However, there is limited research examining the feasibility and effectiveness of SIR when used by school‐based implementers. We present two studies to address this limitation. Study 1 examined the effects of SIR implemented by teachers on the acquisition of grapheme‐phoneme correspondences with three at‐risk kindergarte…
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Teaching foundational skills using strategic incremental rehearsal
Strategic incremental rehearsal (SIR) is an efficacious flashcard intervention shown to improve foundational skill acquisition. However, there is limited research examining the feasibility and effectiveness of SIR when used by school‐based implementers. We present two studies to address this limitation. Study 1 examined the effects of SIR implemented by teachers on the acquisition of grapheme‐phoneme correspondences with three at‐risk kindergarte…
A Meta-Analytic Review of Spelling Interventions for Students With or At-Risk for Learning Disabilities
Spelling is a vital academic skill that supports students’ writing and reading development (Kim, 2020). We conducted a comprehensive meta-analytic review of spelling interventions with students with or at-risk for learning disabilities (LDs) employing randomized controlled trials, quasi-experimental designs, and single-case designs. Fifty-nine studies met inclusion criteria—39 group design and 20 single-case design (SCD) studies—comprising 2,229 …
Are early readers sensitive to the patterns in bisyllabic english words?
Elementary students develop sensitivity to English sound-spelling patterns through instruction and practice. However, it is unclear whether this extends to subtle patterns and whether sensitivity varies by age or reading skill. One such pattern involves the pronunciation of a single-letter vowel (V) in the first syllable of bisyllabic words. A vowel letter is more likely to have a long (tense) sound when followed by a single consonant letter (C) …
Reading and Literacy Development (3 works) · Mathematics education (2 works) · Psychology (2 works) · Applied Psychology (1 work) · Behavioral and Psychological Studies (1 work) · Clinical Psychology (1 work) · Cognitive and developmental aspects of mathematical skills (1 work) · Cognitive psychology (1 work) · Consonant (1 work) · Developmental psychology (1 work)