A5003786293- Reading and Literacy Development
- Behavioral and Psychological Studies
- Cognitive and developmental aspects of mathematical skills
- Autism Spectrum Disorder Research
- Disability Education and Employment
- Educational and Psychological Assessments
- Attention Deficit Hyperactivity Disorder
- Collaborative Teaching and Inclusion
- Child Development and Digital Technology
- Writing and Handwriting Education
- Family and Disability Support Research
- Language Development and Disorders
- Early Childhood Education and Development
- Innovative Teaching and Learning Methods
- Educational Strategies and Epistemologies
- Education and Critical Thinking Development
- Problem and Project Based Learning
- Mindfulness and Compassion Interventions
- Employment, Labor, and Gender Studies
- Child Development and Education
- Analog and Mixed-Signal Circuit Design
- Educational Methods and Media Use
- Online Learning Methods and Innovations
- Education and Military Integration
- Latin American socio-political dynamics
University of California, Riverside
2016-2025
California State University Los Angeles
2023
Pennsylvania State University
2023
University of Utah
2023
Fort Hays State University
2023
University of Missouri
2023
Library of Michigan
2023
John Wiley & Sons (United States)
2023
University of Virginia
2014-2016
The University of Texas at Austin
2011-2016
Abstract A summary of inclusion and co‐teaching syntheses was conducted to better understand the evidence base associated with collaborative models instruction. Six were identified: four investigated inclusion, two co‐teaching. Collectively, represented 146 studies. The research on models; student outcomes; teachers' attitudes, beliefs, perceptions; students' perceptions. Common themes identified across six syntheses, which included teacher support issues; perceptions models. Findings...
Abstract This study aimed to determine the efficacy of a content acquisition and reading comprehension treatment implemented by eighth‐grade social studies teachers. Using within‐teacher design, teachers’ classes were randomly assigned or comparison conditions. Teachers ( n = 5) taught same instructional both classes, but used practices focused on teaching essential words, text as source for discussion, team‐based learning approaches. Students in conditions 261) scored statistically higher...
This article reports a synthesis and meta-analysis of intervention studies investigating the effects team-based learning on content knowledge outcomes. Team-based is particular set instructional components most often used in higher education classrooms. Authors reviews report that improves students’ end course grades, test performance, classroom engagement. Students interesting, allows for deeper understanding content, prepares them more effectively assessment performance. A total 30 were...
This Campbell systematic review examines the effectiveness of school‐based Mindfulness‐based interventions (MBIs) on cognition, behavior, socio‐emotional outcomes and academic achievement. The summarizes 61 studies synthesizes 35 studies, with a total 6,207 student participants. MBIs have small, statistically significant positive effect cognitive outcomes. But there is not behavioral There was little heterogeneity for all outcomes, besides suggesting that produced similar results across...
This study reports on the perceptions and instructional practices of Grades 3 through 5 special education teachers in a school district that implemented multitiered response to intervention (RTI) framework for previous years. The authors used focus groups interviews examine teachers’ RTI. In addition, observed mathematics reading instruction these provided. contributes literature by presenting qualitative, in-depth description related RTI implementation at upper elementary level.
We describe findings from a series of longitudinal studies utilizing response to intervention framework implemented over 3 years with students in Grades 6 through 8 reading disabilities and poor comprehension. Students were identified based on comprehension scores Grade 5 ( n = 1,083) then randomized treatment or comparison conditions. Beginning sixth grade, assigned provided for 1, 2, their instruction each preceding year. Screening procedures, progress monitoring tools, tiers instruction,...
This study examined the effectiveness of a researcher-provided intervention with 4th-graders significant reading difficulties. The emphasized multi-syllable word reading, fluent high frequency words and phrases, vocabulary, comprehension. To identify participants, 1,695 fourth grade students were screened using Gates MacGinitie Reading Test, those whose standard score was 85 or lower included in (N=485). Participants randomly assigned (2:1) to receive either (n=324) provided by school...
ABSTRACT Elementary science education, particularly in the 4th and 5th grades, is essential for setting foundation lifelong learning, fostering critical thinking, preparing students success science, technology, engineering, mathematics (STEM) fields. This stage especially with disabilities, as achievement gaps between them their peers emerge during elementary school. Despite this importance, little known about how taught classrooms these years, disabilities. To address gap, we surveyed...
Abstract Reading proficiency is essential to positive school and transition adult life outcomes, as reading skills contribute high graduation, gainful employment, the ability enact full range of rights responsibilities associated with citizenship. This article discusses concerning trends in school‐based instruction intervention for students emotional behavioural disabilities. Trends discussed include student outcomes access effective instruction. Contextual factors that provision low‐quality...
This randomized control trial examined the efficacy of team-based learning implemented within 11th-grade social studies classes. A blocked design was with 26 classes randomly assigned to treatment or comparison. In teachers practices support students in engaging dialogue about course content, application content solve problems, and use evidence responses. Significant differences favor group on acquisition were noted (Hedges's g =.19). Examination response indicated groups classified high...
We examined the effectiveness of a researcher-provided reading intervention with 484 fourth graders significant difficulties. Students were randomly assigned to one year intervention, two years or business-as-usual comparison condition (BAU). demonstrated significantly greater gains in fluency compared students who received and BAU group. both one- two-year groups similar larger word There no statistically differences between three on standardized measures comprehension. discuss these...
Despite the importance of replication for building an evidence base, there has been no formal examination to date research in special education. In this review, we examined extent and nature intervention education using “article progeny” approach a three-pronged definition (direct, conceptual, overlap). approach, original articles (i.e., parent studies) were selected via stratified, random sampling procedure. Next, all that referenced child determine studies. Seventy-five percent studies...
Objective: We investigated the effects of embedding perseverative interest (PI) a child with autism (i.e. cars) within texts on reading comprehension. Methods: A PI text condition (text altered to include was compared non-PI (same story without cars inserted) in an alternating treatment design. Dependent variables were responses comprehension questions and number words uttered during oral retell curriculum-based measures [CBMs]). The level, instructional routines, therapist where held...
This experimental study examined the efficacy of a multicomponent reading intervention compared to control condition on comprehension adolescent students with low (more than 1½ standard deviations below normative sample). Ninth–grade were randomly assigned treatment ( n = 25) and comparison 19). Reading teachers provided instruction for 90–min, five times every two weeks approximately 80 sessions. Treatment effects each outcome measure estimated using repeated analysis covariance measures...
We conducted two separate but related single-case studies using alternating treatment designs to investigate the effects of single-component reading interventions: question development and anaphoric cueing. In each study, we compared a typical intervention approach (Study 1, development; Study 2, cueing) with an alternate that included addition applied behavior analysis (ABA) techniques. The treatments ABA techniques were designed improve performance students autism spectrum disorders (ASD)...
This simultaneous replication single-case design study investigated a vocabulary and main idea intervention with an aspect of text choice provided to students autism spectrum disorder (ASD). Five middle school ASD participated in two instructional groups taught by school-based personnel. Results were initially mixed. These results followed upward stable trends, indicating functional relationship between the independent dependent variables. Social validity measures indicated that appreciated...