Contemporary school psychology最新文献

The Influence of Study Selection Criteria on Statistical Conclusion Validity: A Simulation Study. 研究选择标准对统计结论效度的影响：模拟研究。

IF 1.4

Contemporary school psychology Pub Date : 2026-01-01 Epub Date: 2026-03-21 DOI: 10.1007/s40688-026-00580-z

Allyson L Hayward, Jeffrey A Shero, Jessica A R Logan

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引用次数: 0

Predicting Risk for Reading Difficulty among Spanish-English Speaking Students: Classification Accuracy of Kindergarten Oral Language and Early Literacy. 预测以西班牙语-英语为母语的学生阅读困难的风险：幼儿园口语分类准确度与早期读写能力。

IF 1.4

Contemporary school psychology Pub Date : 2026-01-01 Epub Date: 2026-05-01 DOI: 10.1007/s40688-026-00592-9

J Marc Goodrich, Lisa Fitton, Nuria Gutiérrez, Erin Smolak, Gina Crosby-Quinatoa

{"title":"Predicting Risk for Reading Difficulty among Spanish-English Speaking Students: Classification Accuracy of Kindergarten Oral Language and Early Literacy.","authors":"J Marc Goodrich, Lisa Fitton, Nuria Gutiérrez, Erin Smolak, Gina Crosby-Quinatoa","doi":"10.1007/s40688-026-00592-9","DOIUrl":"10.1007/s40688-026-00592-9","url":null,"abstract":"Assessment and identification of language and reading disabilities among young bilingual children represent a significant challenge. Research indicates that language and reading disabilities are frequently misidentified in this population (e.g., Mancilla-Martinez et al., 2023). Misidentification has serious consequences, as children with significant learning needs may not receive appropriate supports. Therefore, the purpose of this study was to identify which kindergarten early language and literacy measures have good classification accuracy for predicting first grade reading difficulty among Spanish-English bilingual children. Two hundred twenty children across South Carolina and Texas participated in this study. Children were enrolled in kindergarten, when they completed measures of oral language and early literacy skills in Spanish and English, and followed through first grade, when they completed measures of Spanish and English reading skills. Approximately 60% of the sample was enrolled in dual language instructional programs, and the remainder of the sample was enrolled in English-only programs. Results indicated that kindergarten English rapid letter naming had strong classification accuracy for distinguishing risk for dyslexia at the end of first grade among children enrolled in Spanish-English dual language instruction. However, no measures had strong classification accuracy for distinguishing children at risk for reading difficulty in English-only instructional contexts. These results have clear practical implications for screening bilingual students for risk for dyslexia and highlight the importance of considering language of instruction when evaluating risk for reading difficulty.","PeriodicalId":72700,"journal":{"name":"Contemporary school psychology","volume":"30 3","pages":"401-418"},"PeriodicalIF":1.4,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13503427/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148820362","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Concurrent Validity of the GORT-5 with the WJ-IV GORT-5 与 WJ-IV 的并发有效性

Contemporary school psychology Pub Date : 2024-05-06 DOI: 10.1007/s40688-024-00502-x

R. L. Jennings, Megan Midkiff, Emily Nestor McCauley, Jeremy Lopuch, Sandra Stroebel, Rachel James, Mary Toler, Rebecca Wendell, Paula King, Mallory Frampton

引用次数: 0

Mental Health Screening: Recommendations from an Integrated Literature Review 心理健康筛查：综合文献综述提出的建议

Contemporary school psychology Pub Date : 2024-05-02 DOI: 10.1007/s40688-024-00501-y

Victor Villarreal, Lisa S. Peterson

引用次数: 0

Lessons Learned from LGBTQ + Youths’ Experience in the COVID-19 Pandemic: A Qualitative Phenomenological Investigation 从 LGBTQ + 青年在 COVID-19 大流行中的经历中汲取的教训：定性现象学调查

Contemporary school psychology Pub Date : 2024-01-13 DOI: 10.1007/s40688-024-00489-5

S. Kiperman, Sahar Al-Tweej, Emily Fisher

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Spirituality and Social-Emotional Learning: A Qualitative Examination of Teachers’ Perspectives 精神与社会情感学习：对教师观点的定性研究

Contemporary school psychology Pub Date : 2023-12-30 DOI: 10.1007/s40688-023-00484-2

A. Violante, Anisa N. Goforth, Emily Brooke, Jaida A. Lilly, Tori D. Horton

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Measuring School Climate as a Component of School Capacity 衡量作为学校能力组成部分的学校氛围

Contemporary school psychology Pub Date : 2023-12-21 DOI: 10.1007/s40688-023-00488-y

J. Terrell, Christopher C. Henrich, Ryan Miskell, Amanda Nabors, Kathryn E. Grogan, Joseph McCrary

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Teachers’ Insights on the Training, Coaching, and Implementation of the Good Behavior Game 教师对良好行为游戏的培训、指导和实施的见解

Contemporary school psychology Pub Date : 2023-12-13 DOI: 10.1007/s40688-023-00485-1

Lacy Skinner, Stephanie L. Coleman, Elizabeth Kenney

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Curriculum-Based Measurement in Languages Other than English: a Scoping Review and Call for Research 以课程为基础的英语以外语言测量：范围审查和研究呼吁

Contemporary school psychology Pub Date : 2023-12-11 DOI: 10.1007/s40688-023-00487-z

Mariana Vazquez, Anna L. Laakman, Elias S. Loria Garro, Samantha X. L. Tan, Milena A. Keller-Margulis

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Building Cultures of Care in Schools: Centering Relationships at the Intersection of Trauma-Informed Education and Restorative Practices 在学校建立关怀文化:在创伤知情教育和恢复性实践的交叉点集中关系

Contemporary school psychology Pub Date : 2023-11-10 DOI: 10.1007/s40688-023-00481-5

Shannon T. Lipscomb, Whitney Swander, Erik Mason

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