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Articles 1 - 6 of 6
Full-Text Articles in Education
Practices And Routines In Siwi Lessons That Develop Skills In Reading, Paulson A. Skerrit
Practices And Routines In Siwi Lessons That Develop Skills In Reading, Paulson A. Skerrit
Doctoral Dissertations
The average performance of Deaf and hard of hearing (D/hh) students on test of reading comprehension is several grade equivalents below their high school hearing peers. The reading-writing connection is one way to address the literacy challenges of D/hh learners. This study explored that connection in instruction that was driven with a high fidelity to the principles of Strategic Interactive Writing Instruction (SIWI). The data for this study came from two grade three classes involved in the second half of a Year II project that was part of a 3-year Institute of Education Sciences-funded project to develop SIWI for use …
Technology-Based Support For Early Readers, Jennifer Manion
Technology-Based Support For Early Readers, Jennifer Manion
Culminating Projects in Special Education
No abstract provided.
The Effects Of A Small-Group Direct Instruction Intervention On The Reading Achievement Of English Language Learners, Laurie Ottehenning
The Effects Of A Small-Group Direct Instruction Intervention On The Reading Achievement Of English Language Learners, Laurie Ottehenning
Theses and Dissertations
This study analyzes the effects of a Tier 2, small group intervention developed by the Exemplary Center for Reading Instruction (ECRI) that employs direct instruction strategies (including scripted sequenced lessons, teacher modeling, and repeated practice). The reading achievement of 15 English language learners (ELLs) in the ECRI intervention was compared to the reading achievement of 12 ELLs in a computer-based reading intervention. The reading achievement of 27 ELLs was also compared to the reading achievement of 48 non-ELLs in the interventions. Repeated measures ANOVAs and independent t-tests analyzed the results of the Kaufman Test of Educational Achievement-II Brief, pre- and …
Teachers Attitudes Toward Co-Teaching In Elementary Reading Classrooms, India Stone
Teachers Attitudes Toward Co-Teaching In Elementary Reading Classrooms, India Stone
Theses, Dissertations and Capstones
Co-teaching occurs when a special and general education teacher instructs a classroom of students with and without disabilities through modifications to the core curriculum. The author wrote this paper to evaluate teacher attitudes toward co-teaching in elementary reading classrooms. During co-teaching, educators face several disadvantages such as lack of professional development, absence of co-planning, disagreements among modifications within the curriculum, and confusion with co-teaching approaches. The research within this paper describes the attitudes, issues, and strategies that educators experience through inclusive, co-taught elementary classrooms within the reading curriculum.
Self-Perception As A Predictor Of Academic Performance In Adolescents With Learning Disabilities, Kirk Lamar Rhodes
Self-Perception As A Predictor Of Academic Performance In Adolescents With Learning Disabilities, Kirk Lamar Rhodes
Walden Dissertations and Doctoral Studies
Adolescents often suffer with negative feelings and low self-esteem, leading to an overall negative self-perception. Prior researchers have linked adolescent self-perception, academic performance, and learning disabilities, but more research is required. This quantitative study examined relationships between self-perception of reading, writing, spelling, and mathematics competence. In addition, global self-worth was examined through the Harter-Renick Self-Perception Profile for Learning Disabled Students (HRSPP). Student academic performance as measured by Stanford Achievement Test-10 Total Reading (SATrd) and Total Math (SATmh) scores among adolescents with learning disabilities were also examined. Student records from the Green School were gathered (n = 128), with their perceived …
Technical Adequacy And Acceptability Of Curriculum-Based Measurement And The Measures Of Academic Progress, Stacy-Ann A. January, Scott P. Ardoin
Technical Adequacy And Acceptability Of Curriculum-Based Measurement And The Measures Of Academic Progress, Stacy-Ann A. January, Scott P. Ardoin
Department of Special Education and Communication Disorders: Faculty Publications
Curriculum-based measurement in reading (CBM-R) and the Measures of Academic Progress (MAP) are assessment tools widely employed for universal screening in schools. Although a large body of research supports the validity of CBM-R, limited empirical evidence exists supporting the technical adequacy of MAP or the acceptability of either measure for universal screening. Purposes of the current study were to replicate and extend prior research by (a) examining the extent to which CBM-R performance measures more than word reading skills, (b) evaluating the concurrent validity of MAP with CBM-R, (c) determining the potential benefit of administering MAP with CBM-R for universal …