This study addressed three basic questions involving the amount of measurement needed to obtain valid estimates of reading growth. Participants were 41 students with learning disabilities from Grades 3 to 8, monitored across 10 weeks using curriculum-based measurement (CBM) of words read correctly (WRC). We compared growth slopes based on…

The "highly qualified" teaching credential required by the No Child Left Behind Act of 2001 is forcing new models of secondary special education service delivery. One effect has been a reduction in special education content classes and a concomitant increase in co-teaching. In one teaching arrangement, "instructional conferencing," teachers work…

We report here cognitive and academic outcome measures at ages 12 and 16 for approximately 80% of a sample of 205 children who had been randomly assigned to 2 programs for developmentally delayed preschoolers, Direct Instruction (DI) and Mediated Learning (ML). There were no main effect differences between programs, but there were…

Interviews with 21 general education elementary school teachers found they were generally positive about cooperative learning's efficacy for students with learning problems, while acknowledging that it worked better for some students than others. Major benefits were improved self-esteem, a safe learning environment, and better classroom success…

A study examined juvenile delinquency outcomes for 171 children with disabilities participating in two different preschool models, one using direct instruction, the other using a cognitively oriented, child-directed model. At age 15, the groups did not differ significantly in their level of reported delinquency. (Contains references.) (Author/CR)

This study compared three levels of inclusion (special education only, integrated special education, and mainstream placements) on the cognitive and language development of 66 preschool children with disabilities. Analysis of pre- to postgains revealed that integrated special education produced gains that significantly exceeded the rate of normal…

The extent and direction of curriculum bias in standardized reading achievement tests were examined. (Author)

Compared were the effects of small group instruction and cross-age tutorial instruction on 29 learning disabled, educable retarded, or emotionally disturbed elementary school children in a resource room setting. (Author/MC)

The study evaluated effects of integrated special education preschool programs, relative to comparable groups of children in nonintegrated special education preschools, across a broad assessment battery. Children in both types of programs made significant gains across the year, while Ss in integrated classes scored significantly higher only on a…

Efforts to unify categorical programs for low-achieving elementary school students must address instructional validity issues (including similarities/differences between learning disabled and remedial students in instructional levels, learning rates, and learning styles) and political validity issues (including protection and equitable…

Preschool children (n=56) with mild/moderate handicaps were assigned to integrated or nonintegrated classes; social interaction was promoted in half the classes. Observation revealed a higher proportion of interactive play and higher language development in social interaction conditions, and higher ratings of social competence in the…

The study assessed elementary students' (N=680) preferences concerning special instruction for learning difficulties. Results of student interviews indicated children's preferences for in-class and pull-out services were affected by the service delivery model they experienced though most children preferred to receive additional help from their…

Elementary learning disabled students (N=32) were assigned to a control group or to an experimental group trained to use a comprehension monitoring strategy wherein important paragraph ideas were restated as they read. Restatement training improved comprehension not only under conditions matching the training task, but also those demanding…

Resource teacher programs designed to keep handicapped learners in the educational mainstream can be seen to differ across certain dimensions, though they should share some common standard attributes. (DB)