Lawrence L. Smith
Ball State University
15 Papers
135 Citations
Lawrence L. Smith is an academic researcher from Ball State University. The author has contributed to research in topics: Reading (process) & Phonological awareness. The author has an hindex of 10, co-authored 15 publications.
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Papers
The Impact of a Reading-Focused Integrated Learning System on Phonological Awareness in Kindergarten
TL;DR: In this paper, children with and without access to a reading-focused Integrated Learning System (ILS) in their daily reading instruction were compared at three points (beginning, middle, end) through their kindergarten year on phonological awareness and concepts about print.
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The Impact of a Structured Integrated Learning System on First-Grade Students' Reading Gains.
TL;DR: In this paper, the authors examined the effects of the Waterford Early Reading Program on reading achievement gains across the first grade year and found that the positive effects associated with access to the ILS were greatest for students demonstrating the lowest initial reading skills.
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Phonological Awareness Development as a Discrete Process: Evidence for an Integrative Model
TL;DR: The theoretical and practical implications of examining young children's acquisition of phonological awareness skills with specific and differentiated processing tasks are explored in this article, and three general patterns of literacy development are confirmed in these analyses that frame the integrated model of phonologically awareness development.
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Supporting emergent literacy for English language learners with computer-assisted instruction
TL;DR: In this article, a large randomised control trial was conducted to evaluate the effect of computer assisted instruction (CAI) on English language learners' reading skills in the early grades.
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Promoting Change through Professional Development: The Place of Teacher Intentionality in Reading Instruction.
TL;DR: The Intentional Teaching Model (INTENT) as mentioned in this paper was created to provide a method of professional development aimed at promoting change in the instructional practices of reading teachers, and it has been shown to be effective in promoting teacher change and increasing student achievement.
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