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Full-Text Articles in Education
Special Education Teachers’ Perceptions Of Students’ With Disabilities Ability, Instructional Needs, And Difficulties Using Visual Representations To Solve Mathematics Problems, Delinda Van Garderen, Apryl L. Poch, Amy Scheuermann
Special Education Teachers’ Perceptions Of Students’ With Disabilities Ability, Instructional Needs, And Difficulties Using Visual Representations To Solve Mathematics Problems, Delinda Van Garderen, Apryl L. Poch, Amy Scheuermann
Special Education and Communication Disorders Faculty Publications
In this article, we present findings that examined special education teachers’ perception of students’ with disabilities ability, instructional needs, and difficulties for using visual representations (VRs) as a strategy to solve mathematics problems. In addition, whether these perceptions differed by instructional grade or setting currently teaching was examined. Survey data from 97 in-service teachers revealed, regardless of instructional setting or grade level taught, that they believe students with disabilities have the ability to learn about and use VRs and need to be taught to use VRs. Furthermore, the special education teachers perceived students with disabilities to have difficulty with all …
Exploration Of New Complexity Metrics For Curriculum-Based Measures Of Writing, Kyle Wagner, Alex Smith, Abigail A. Allen, Kristen L. Mcmaster, Apryl L. Poch, Erica S. Lembke
Exploration Of New Complexity Metrics For Curriculum-Based Measures Of Writing, Kyle Wagner, Alex Smith, Abigail A. Allen, Kristen L. Mcmaster, Apryl L. Poch, Erica S. Lembke
Special Education and Communication Disorders Faculty Publications
Researchers and practitioners have questioned whether scoring procedures used with curriculum-based measures of writing (CBM-W) capture growth in complexity of writing. We analyzed data from six independent samples to examine two potential scoring metrics for picture word CBM-W (PW), a sentence-level CBM task. Correct word sequences per response (CWSR) and words written per response (WWR) were compared with the current standard metric of correct word sequences (CWS). Linear regression analyses indicated that CWSR predicted scores on standardized norm-referenced criterion measures in more samples than did WWR or CWS. Future studies should explore the capacity of CWSR and WWR to show …
Promoting Content Knowledge Of Secondary Students With Learning Disabilities Through Comprehension Strategies, Apryl L. Poch, Erica S. Lembke
Promoting Content Knowledge Of Secondary Students With Learning Disabilities Through Comprehension Strategies, Apryl L. Poch, Erica S. Lembke
Special Education and Communication Disorders Faculty Publications
Students with learning disabilities struggle with basic comprehension skills across all content areas. By pairing comprehension strategies with content instruction, secondary content area teachers can strengthen students’ reading skills and content knowledge. This article provides an overview of two comprehension strategies, anticipation guides and double entry journals, that align with research-based recommendations in adolescent literacy and that can be employed across the primary content areas (i.e., English language arts, social/global studies, mathematics, and science).