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- Inclusion (2)
- Learning Disabilities (2)
- Auditory Distraction (1)
- Autism (1)
- Functional Communication Training (1)
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- High Incidence Disabilities (1)
- Instructional Technology (1)
- Learning Accommodation (1)
- Middle School Science (1)
- New Literacies (1)
- Noise (1)
- Online Reading Comprehension (1)
- Peer-Mediated Intervention (1)
- Science Vocabulary Instruction (1)
- Special Education and Technology (1)
- Test-taking accommodation (1)
- Vocabulary-Matching curriculum-based measurement (1)
- Working Memory (1)
Articles 1 - 4 of 4
Full-Text Articles in Education
Online Reading Comprehension Among Seventh Grade Students With High Incidence Disabilities In Inclusive Settings: A Mixed Methods Study, Katherine Robbins
Online Reading Comprehension Among Seventh Grade Students With High Incidence Disabilities In Inclusive Settings: A Mixed Methods Study, Katherine Robbins
All Dissertations
Because research exploring how students with disabilities read and comprehend on the Internet is scarce, a mixed methods study was implemented to determine if Internet Reciprocal Teaching (IRT) is an effective intervention for improving online reading comprehension among seventh grade students with high-incidence disabilities in inclusive settings. Differences between students with disabilities and their non-disabled peers were also explored.
The intervention included a twenty week (40 lessons) instructional program delivered in three phases in seventh grade English/Language Arts classes from three middle schools in eastern region of the United States. Pre and post intervention data was collected on the Online …
Functional Communication Training To Increase Communication Skills For Young Children With Autism Spectrum Disorder, Terri Collins
Functional Communication Training To Increase Communication Skills For Young Children With Autism Spectrum Disorder, Terri Collins
All Dissertations
The prevalence rates of children being diagnosed with autism spectrum disorder (ASD) continue to rise at alarming rates. Recent figures suggest that approximately 1 in 90 children have an ASD. Children with ASD have significant deficits that affect communication skills and social interaction. Children with ASD may also engage in high levels of aberrant behavior toward others or themselves such as screaming, hitting, or biting that interfere with learning. The current study examined the effects of functional communication training on young children with ASD when implemented by a paraprofessional in a special education classroom. Data were collected on the rates …
The Impact Of A Noise-Reducing Learning Accommodation Utilized By Students With Learning Disabilities During An Independent Reading Inventory, Gregory Smith
All Dissertations
The ill-effect of noise on human performance has been studied by researchers in the fields of cognitive psychology and education for almost a decade. The learning theory Cognitive Information Processing was applied to a new empirical study that builds upon past relevant research on (a) working memory and individuals with learning disabilities, and (b) auditory distraction and academic performance. Reading comprehension assessments were completed by students with learning disabilities while wearing and not wearing noise-reducing headphones. Findings indicate a positive relationship between the wearing of noise-reducing headphones and the results of the reading comprehension assessments for students with learning disabilities. …
Effects Of Peer-Mediated Vocabulary Intervention On Science Achievement Of Seventh Grade Students With And Without Learning Disabilities, Julie Green
All Dissertations
Vocabulary knowledge is critical for accessing content-area information for students with learning disabilities who receive instruction in general education content-area classes. Therefore, the purpose of this study was to examine the effects of a peer-mediated science vocabulary intervention in general education classrooms on academic achievement of seventh-grade students with and without learning disabilities. A quasi-experimental design with multiple pre- and posttest measures was used to determine the effects of the intervention and whether the intervention was differentially effective for students with learning disabilities compared to their nondisabled peers. The study included 8 teacher participants and 675 student participants in 41 …