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Full-Text Articles in Education
Evaluating The Use Of A Self-Advocacy Strategy As A Means Of Improving Progress In The General Curriculum For Individuals With Cognitive Disabilities, Amy L. Schelling
The purpose of this study was to evaluate if the use of a self-advocacy strategy, with high school students identified as having a mild cognitive disability, would increase student use of self-advocacy skills across multiple school settings. Participants in the study were also identified as participating in at least one general education class at the time the study was conducted.
A multiple baseline across participants and across settings design was applied to determine the effects of instruction on students' use of a self-advocacy strategy before and after the instructional period and across settings. Use and generalization of a self-advocacy strategy ...
Stability Of Popular R-Cbm Progress Monitoring Tools: Dibels® Next And Aimsweb®, Christine Russell
Currently there is no agreed-upon method for determining the difficulty level, referred to as the readability level, of Reading Curriculum-Based Measurement (R-CBM) passages. A key tenant of R-CBM is that the passages across each grade level are equivalent in difficulty level and therefore can be used to monitor student academic improvement. The primary objective in this study was to evaluate the homogeneity of oral reading fluency progress monitoring passages of two popular passage sets that are used frequently in schools. The purpose of this research was to examine the stability of each R-CBM progress monitoring passage set as well as ...
Reading, Writing, And Repetition: Performance On Nonword Measures Bystudents With And Without Language-Learning Disabilities, Patricia J. Tattersall
The central purpose of this three-paper dissertation was to explore the ability of school-age children with and without language-learning disabilities (LLD) to apply sound/word level structure knowledge when performing speaking, spelling, and reading tasks. Data came from a larger investigation that used stratified sampling to create two ability groups—children with typical language (TL) and with LLD—comparable in terms of age (range 6 through 18 years), sex, race/ethnicity, and socioeconomic status.
The central purpose of this three-paper dissertation was to explore the ability of school-age children with and without language-learning disabilities (LLD) to apply sound/word level ...