A5081667206- Reading and Literacy Development
- Behavioral and Psychological Studies
- Child Development and Digital Technology
- Autism Spectrum Disorder Research
- Early Childhood Education and Development
- Cognitive and developmental aspects of mathematical skills
- Disability Education and Employment
- Assistive Technology in Communication and Mobility
- Inclusion and Disability in Education and Sport
- Language Development and Disorders
- Parental Involvement in Education
- Digital Storytelling and Education
- Gender and Technology in Education
- Health Policy Implementation Science
- Impact of Technology on Adolescents
- Educational and Psychological Assessments
- Writing and Handwriting Education
- Educational Methods and Media Use
University of Florida
2020-2025
Google (United States)
2021
Student engagement during reading instruction, including small group and individualized intensive is critical for student success. If students are not engaged with they learning. This study examined literacy tutoring in a summer program using direct observational protocol called the Reading Engagement Observational Coding System (SREOCS). Twenty in-person videos, representing eight nested within tutors, were randomly selected. The videos coded analyzed series of repeated measures...
Abstract Research has demonstrated the positive effects of systematically teaching phonemic awareness and phonics in kindergarten first grade, but many commonly used reading curricula do not adequately incorporate these foundational skills. In this study, we examined efficacy an instructional program ( UFLI Foundations ) skills (i.e., phonics) with students grade. We compared who received a full year to propensity score matched control students, business‐as‐usual instruction, cross‐cohort...
Advancing teacher candidates’ overall competence through use of valid observation systems should be an essential element preparation. Yet, the field special education has not provided protocols designed specifically for preservice teachers that are founded in theoretical perspectives and research on effective instruction students with learning other high-incidence disabilities (SWDs). To address this need, a group researchers preparation measurement developed Preservice Observation...
Summer is a critical time for students with or at-risk reading difficulties. This study examines the added benefit of one-on-one intensive intervention presented during school-based summer literacy program targeting first through fifth-grade students' foundational skills. The individually administered, UFLI-Intensive used an explicit, systematic, and approach to support needs. Pre- post-test data were available 62 attending program. Thirty-seven (n = 37) had been selected receive based on...
Purpose The purpose of this study was to investigate the effectiveness iCoaching during reading intervention. An interventionist received mentoring support implement iCoaching. goal increase teacher-delivered, behavior-specific praise (BSP). Design/methodology/approach Using a single-case multiple-probe design across participants (Gast, 2010; Horner and Baer, 1978), implemented in two-part package (1) professional development (PD) (2) live sessions where three teachers preemptive coaching...
Intensive academic interventions help address the learning difficulties of students with specific disabilities (SLDs). Challenging behaviors exhibited during instruction can have a negative impact on overall effectiveness an intervention. In addition to interventions, SLD may benefit from behavioral interventions. One method for evaluating effect that target improved outcomes is single-case research design (SCRD). This article provides overview critical features SCRD studies or teachers SLD....
The use of online literacy applications is proliferating in elementary classrooms. Using data generated by these assumed to be helpful for teachers identify struggling readers. Unfortunately, many are unsure how and interpret the plethora from apps. In this longitudinal study, we followed a cohort students kindergarten through first grade (n = 54). We then used quasi-simplex models estimate relation between five performance measures taken an application reading related progress monitoring...
Students with learning disabilities in word-level reading typically require explicit, systematic, and intensive phonics intervention. Teachers’ capacity to provide effective intervention depends largely on their depth of understanding language proficiency evidence-based instructional methods. This article outlines the key knowledge skills needed implement provides suggestions for methods that teacher educators can use develop candidates’ skills.
Purpose: The purpose of this systematic review with meta-analyses was to examine interventions that aimed improve narrative language outcomes for preschool and elementary school–age children in the United States. Our goal peer-reviewed publications describe characteristics these synthesize their overall effectiveness on comprehension production via meta-analysis.Method: We searched electronic databases, examined previously published reviews, consulted experts field identify studies employed...