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Full-Text Articles in Special Education and Teaching
Empower: An Adaptable Writing Intervention, Carly Dinnes
Empower: An Adaptable Writing Intervention, Carly Dinnes
The Nebraska Educator: A Student-Led Journal
EmPOWER is a six-stage writing intervention designed by speech-language pathologists to improve the expository writings of school-aged children with language learning and executive function disabilities. The intervention uses scaffolded instruction to transform struggling students into independent and self-regulating writers by training the students to use a variety of supports (e.g., graphic organizers, checklists) and strategies (e.g., referring back to the writing prompt) throughout the writing process. Many key features of the EmPOWER approach to writing instruction directly support components described in cognitive models of writing, which indicates that EmPOWER is a theory-guided writing intervention that may benefit a wide range …
Inclusive Settings: Rti In The General Education Classroom, Brittany Graves
Inclusive Settings: Rti In The General Education Classroom, Brittany Graves
Honors Projects
The premise of this study was derived upon seeing a severe need for professional development in my current field work experience. I set out to determine a possible solution to the lack of cohesion among general and special educators evident in my local school district. This small town rural school is looking to expand RTI, and intervention technique, to decrease gaps in education for at risk students. With issues of cohesion and professional development evident, I collected and analyzed data in order to determine a way the school district can still incorporate and expand their Response to Intervention (RTI) practices. …
An Analysis Of The Impact Of Emotional Literacy Instruction On At-Risk Students, Shannon H. Garcia
An Analysis Of The Impact Of Emotional Literacy Instruction On At-Risk Students, Shannon H. Garcia
Dissertations
This study examined the impact of social-emotional literacy instruction for at-risk adolescents ages 13 to 18 at the high school level. Of particular interest is the impact of social-emotional literacy instruction on at-risk youth Grades 9-12 in secondary high schools’ 8-week-long social-emotional literacy class through Project AWARE, particularly in the areas of suspension, expulsion, attendance, connectivity, attitude toward school, resiliency, and relational aggression rates; the data were analyzed using archival data and teacher interview. Project AWARE, the social-emotional literacy intervention examined in this study, educates and provides mentorship for at-risk students, while also providing a group educational component on relationships …