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Articles 1 - 3 of 3
Full-Text Articles in Education
Explicitly Differentiated Eighth-Grade Reading Instruction In A Rural Middle School Seeking To Reestablish Adequate Yearly Progress Benchmarks, John W. Hill, Sean Dunphy
Explicitly Differentiated Eighth-Grade Reading Instruction In A Rural Middle School Seeking To Reestablish Adequate Yearly Progress Benchmarks, John W. Hill, Sean Dunphy
Educational Leadership Faculty Publications
The purpose of this study was to determine the effect of explicitly differentiated reading instruction on eighth-grade students’ reading comprehension assessment scores and classroom reading grade scores in a rural middle school seeking to reestablish satisfactory No Child Left Behind, Adequate Yearly Progress, benchmarks. After one school year of participation in assessment-based and readiness-focused explicitly differentiated instruction, randomly assigned students across all three reading ability conditions high (n = 25), middle (n = 25), and low (n = 25) had statistically significantly improved pretest-posttest reading comprehension assessment scores and classroom reading grade scores. Furthermore, statistical equipoise was observed for posttest-posttest …
Principal Led In-Class Positive Behavioral Support Intervention, David Lavender, John W. Hill
Principal Led In-Class Positive Behavioral Support Intervention, David Lavender, John W. Hill
Educational Leadership Faculty Publications
Results of this one-year study supported the use of an in-class behavioral intervention program that allowed 8th-grade students to reclaim themselves after verbally disruptive behavioral incidences with direct principal led administrator assistance resulting in student return to differentiated individualized instructional classroom activities. Students involved in a second verbally disruptive incident in the classroom were identified for intervention. Academic and behavioral improvement noted for verbally disruptive students with co-occurring below grade level reading test scores (n = 23) and verbally disruptive students with grade level reading scores (n = 12) suggests continued use of this intervention. All participants were in attendance …
The Effects Of Folding-In Of Basic Mathematics Facts For Students With Disabilities, Tamara D. Bertini, Dara Coffrey, Kristine D. Swain
The Effects Of Folding-In Of Basic Mathematics Facts For Students With Disabilities, Tamara D. Bertini, Dara Coffrey, Kristine D. Swain
Special Education and Communication Disorders Faculty Publications
Research in the area of elementary mathematics has been limited in recent years. Direct instruction methods, including drill tasks, have been recommended for elementary students who have mathematics difficulties. This project involves two studies that examined the effectiveness of a specific direct instruction intervention, Folding-In, on the math computation achievement of elementary students. Weekly Curriculum-based measurement (CBM) progress monitoring data, as well as achievement test data, were used to monitor the effectiveness of the intervention, with improvements noted in math fact fluency in both a university-based clinical tutoring and a classroom intervention setting.