Open Access. Powered by Scholars. Published by Universities.®
- Institution
Articles 1 - 8 of 8
Full-Text Articles in Education
Improving Fact Fluency For Students With Learning Disabilities, Carrie Wall
Improving Fact Fluency For Students With Learning Disabilities, Carrie Wall
Master's Theses & Capstone Projects
The intent of this action research project was to assess the impact of fact fluency when implementing the Direct Instruction (DI) Flashcard intervention for students in special education using curriculum-based measurements. The participants were elementary students who all received specially designed instruction in the area of math due to their Individualized Education Programs (IEPs) in that area. In addition to the body of research in place regarding fact fluency and the DI Flashcard intervention, this study also took into account the students’ initial skill levels as outlined in their IEPs. The intervention occurred over three weeks in a special education …
Improving Reading Interventions: A School Improvement Plan, Rachel Harmelink
Improving Reading Interventions: A School Improvement Plan, Rachel Harmelink
Master's Theses & Capstone Projects
This paper examines the use of reading instruction interventions in an elementary school in Northwest Iowa. Whereas the school excels at providing regular assessments, including universal screeners, educators there have struggled to adequately meet the reading needs of their students as reflected on FAST, MAP, and Panorama data. This school improvement plan provides professional development training in response to intervention (RTI) procedures along with continual support and collaboration throughout the school year to assist teachers in confidently serving all learners and helping them reach their fullest potential as readers.
Teaching Writing To Middle School Students With Disabilities: A Merc Research Brief, David Naff, Jennifer Askue-Collins, Julie S. Dauksys
Teaching Writing To Middle School Students With Disabilities: A Merc Research Brief, David Naff, Jennifer Askue-Collins, Julie S. Dauksys
MERC Publications
This research brief by the Metropolitan Educational Research Consortium explores peer reviewed literature about effective strategies for teaching writing to middle school students with disabilities. It answers the following questions: 1) Why is it important to teach writing? 2) What is the nature of the challenge in teaching writing to middle school students with disabilities? 3) What interventions help with teaching writing to middle school students with disabilities? and 4) What strategies are utilized in the MERC region for teaching writing to middle school students with disabilities?
Social-Emotional Learning And Educator Implementation, Jennifer Grossman
Social-Emotional Learning And Educator Implementation, Jennifer Grossman
Master's Theses & Capstone Projects
This literature review explores social and emotional learning in the elementary classroom and how educators can help support students to be academically successful. Social and emotional learning is critical to students and their success in the classroom. Social and emotional learning is defined and interventions are explained. This literature review will explore educator support, implementation, interventions, and academic achievement. Three social and emotional learning interventions are explored. The interventions are imperative in the success of every student. An analysis of social and emotional learning interventions suggests that students are academically more successful if they receive social and emotional learning interventions. …
A Matter Of Time: English Language Learners And The Rti Process, Eric J. López, Mariya T. Davis
A Matter Of Time: English Language Learners And The Rti Process, Eric J. López, Mariya T. Davis
Special Education Faculty Publications
The Response to Intervention (RTI) process is being used to assist all students, including English Language Learners (ELLs), who are experiencing academic difficulties and potentially qualifying for special education services. This article discusses suggestions for improving the RTI process by incorporating congruent time frames within the model and aligning it with timing necessary for language acquisition in ELLs. In addition, practical recommendations for expanding the expertise of current and future educators are presented to assist in providing effective services to ELLs students in the RTI process.
Comparison Of Evidence-Based Practices For Students With Autism Spectrum Disorder, Melissa Bittner, Mariya T. Davis
Comparison Of Evidence-Based Practices For Students With Autism Spectrum Disorder, Melissa Bittner, Mariya T. Davis
Special Education Faculty Publications
The Every Student Succeeds Act (ESSA, 2015) reinforces and clearly defines the requirement of school districts to use evidence-based practices (EBPs) to improve student outcomes. The ESSA requires schools to find, evaluate, and implement effective EBPs that support high-quality learning for all students, including those with autism spectrum disorder (ASD). It is necessary for teachers to use identified EBPs when developing individualized education programs and providing necessary interventions for students with ASD. The purpose of this article is to: (a) examine EBPs determined by two national organizations (i.e., National Professional Development Center, National Standards Project Phase 2), (b) compare overlapping …
Mathematics Interventions: A Correlational Study Of The Relationship Between Level Of Implementation Of The Accelerated Math Program And Student Achievement, Deborah Walker Driesel
Mathematics Interventions: A Correlational Study Of The Relationship Between Level Of Implementation Of The Accelerated Math Program And Student Achievement, Deborah Walker Driesel
Doctoral Dissertations and Projects
Current legislation, such as No Child Left Behind (2001) or the Individuals with Disabilities Education Act (2004), has increased accountability for schools for the education of all students. These laws require schools to provide interventions for struggling learners, as part of the Response to Intervention process (IDEA, 2004). Accelerated Math (AM), published by Renaissance Learning, is a scientifically based program designed to supplement quality instruction as part of the RtI process. This correlational study examined ex post facto data using pre and posttest scores on the STAR Math Test in relation to amount of classroom time dedicated to AM instruction …
School Achievement For Students With Behavioral Disorders, Steven Wayne Burnett
School Achievement For Students With Behavioral Disorders, Steven Wayne Burnett
Doctoral Dissertations and Projects
The purpose of the descriptive qualitative study was to examine the successful strategies, accommodations, and interventions utilized for students with emotional behavior disorder (EBD) and the influences they have on the students' academic achievement (GPA, passage rates of courses, passage rates of state mandated assessments, student satisfaction, attendance rates, and disciplinary infractions) and glean greater understanding of instructional strategies and environmental differences alternative schools offer to students with EBD. In addition to a parent and a student with EBD, an alternative school staff was analyzed in rich detail to glean understanding of environmental influences. Data were collected using document analysis, …