The factor structure of the CORE Phonics Survey was analyzed using a sample of 165 students in upper elementary school with specific learning disabilities. Confirmatory factor analysis was used to identify the hypothesized constructs of the CORE Phonics Survey and predictive validity of the CORE Phonics Survey to predict students' success in…

Word problems for English language learners (ELLs) at risk for math disabilities are challenging in terms of the constant need to develop precise math language and comprehension knowledge. As a result of this, ELLs may not only need math support but also reading and linguistic support. The purpose of this study was to assess the effectiveness of a…

The effects of Self-Regulated Strategy Development (SRSD) and generalization instruction with 3 second and third grade students with severe emotional/behavioral disorders, in one self-contained classroom were examined. The effects of the intervention on multiple measures of story writing were examined at baseline, postinstruction and maintenance.…

Early intervention to mitigate special education and reading risk is especially critical for low socioeconomic and minority learners. This study examined the lasting effects of an early reading intervention package of phonemic awareness on the reading skills of 38 second-grade students one and two years after intervention ended. The participants…

Disproportionality of African American males in special education and for disciplinary referrals has persisted for several decades. Culturally responsive social skill instruction, designed to teach critical skills and to involve peers from the learners' cultural group, can serve as a means to promote the overall social competence of African…

This study examined relationships between three factors related to teacher self-efficacy (use of inclusive instruction, collaboration with others, and managing disruptive behaviour) and practicing teachers' sentiments, attitudes, and concerns about inclusive education of students with developmental disabilities. We calculated Pearson…

Little is known about factors that affect teacher and special educational assistants' (SEA) relationships with students with Autism Spectrum Disorders (ASD). In this study, participants were 15 students with ASD receiving inclusive education in Kindergarten through Grade 3, their classroom teachers, and SEAs. Teachers and SEAs completed rating…

Knowing what students should be able to accomplish academically is the first step in knowing how to write accurate Individual Education Plan (IEP) goals. By giving students short Curriculum-Based Measurements (CBM) in areas such as reading, writing, and mathematics, teachers are able to determine current level of performance, or baseline. Teachers…

In 2005, the Ontario Ministry of Education introduced Responsiveness to Intervention (RTI) to the Ontario school system. RTI is a tiered approach involving increasing levels of support for students who are at risk for later learning difficulties. However, the introduction of this different support structure was not accompanied by a substantial…

This study examined whether children's psychosocial self-evaluations mediated the relationship between general academic self-concept and self-reported depression. Self-evaluations in three psychosocial domains were assessed: General self-worth, intellectual ability, and social acceptance. Results indicated three significant findings. First, a…