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Peer reviewed
Direct linkYeo, Seungsoo; Park, Sohee – Exceptionality, 2014
The purpose of this study was to examine the developmental difference in curriculum-based measurement (CBM) reading aloud performance between Grade 8 English-speaking students and English language learners (ELLs) using two theories of reading development: compensatory model and cumulative model. Fifty non-ELLs and 133 ELLs were administered the…
Descriptors: Curriculum Based Assessment, Age Differences, Individual Development, Oral Reading
Browder, Diane M.; Hudson, Melissa E.; Wood, Alyson Leah – Exceptionality, 2013
A modified system of least intrusive prompting was used to teach middle school students with moderate intellectual disability who were emergent readers to comprehend short passages of text. Text passages were summaries of the chapters of age-appropriate novels rewritten for a beginning reading level. Time delay was used to teach the participants…
Descriptors: Moderate Mental Retardation, Prompting, Middle School Students, Reading Instruction
Swoszowski, Nicole Cain; Jolivette, Kristine; Fredrick, Laura D.; Heflin, L. Juane – Exceptionality, 2012
Check In/Check Out (CICO) is a secondary tier intervention for those students who are not responsive to universal tier, school-wide positive behavioral interventions and supports. The present study extended the implementation of CICO to six students with emotional and behavioral disorders in a residential facility whose behaviors were maintained…
Descriptors: Behavior Disorders, Residential Institutions, Intervention, Emotional Disturbances
Jung, Eunju – Exceptionality, 2012
The U.S. Department of Education released regulations governing the development of alternate assessments for students with persistent learning problems who are eligible for Modified Academic Achievement Standards (MAAS) in 2007. To date, state regular assessments or alternate assessments based on Alternate Academic Achievement Standards have not…
Descriptors: Learning Problems, Test Results, General Education, Eligibility
Klassen, Robert M. – Exceptionality Education International, 2008
This article reviews three studies that provide evidence that students with learning disabilities (LD) display optimistic academic self-beliefs, even in the face of relatively poor academic performance. In the first study, a quantitative approach was used to explore the spelling and writing self-efficacy of 133 adolescents with and without LD.…
Descriptors: Self Efficacy, Learning Disabilities, Adolescents, Student Motivation
