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Sinclair, Mary F.; Christenson, Sandra L.; Evelo, David L.; Hurley, Christine M. – Exceptional Children, 1998
Ninety-four 7th- and 8th-grade students with learning and emotional/behavioral disabilities received intervention services that incorporated monitoring and school engagement strategies. Half continued to receive services through grade 9. On two of three measures, students receiving continued intervention services were significantly more likely to…
Descriptors: Behavior Disorders, Dropout Prevention, Emotional Disturbances, Grade 7
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Ginsburg-Block, Marika D.; Fantuzzo, John W. – Journal of Educational Psychology, 1998
The effects of problem solving and peer collaboration as two instructional methods advocated by the National Council of Teachers of Mathematics (NCTM) were evaluated for enhancing mathematics achievement, motivation, and self-concept of 104 low- achieving third and fourth graders. There were significant positive effects for both approaches, as…
Descriptors: Cooperative Learning, Elementary Education, Elementary School Students, Grade 3
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O'Connor, Rollanda E.; And Others – Exceptional Children, 1993
Forty-seven children (ages 4-6) with language handicaps were assigned to receive training in 1 of 3 categories of phonological tasks (rhyming, blending, and segmenting) or a control group. Subjects made significant progress in each experimental category but demonstrated little or no generalization within a category or between categories.…
Descriptors: Beginning Reading, Generalization, Instructional Effectiveness, Intervention
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Whitehurst, G. J.; And Others – Journal of Educational Psychology, 1994
Four-year olds (n=167) in Head Start were assigned to an intervention condition involving an add-on emergent literacy curriculum or the regular Head Start program. Intervention effects were large for writing and print domains and were noted for language when primary caregivers were actively involved in the intervention. (SLD)
Descriptors: Emergent Literacy, Intervention, Language Proficiency, Literacy Education
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Fuchs, Douglas; And Others – American Educational Research Journal, 1997
Effectiveness of a classwide peer tutoring program was studied for low achievers with and without learning disabilities and average achievers in 20 elementary school intervention classes and 20 control classes. All types of learners in peer tutoring classrooms demonstrated greater reading progress regardless of which of three measures was used.…
Descriptors: Control Groups, Elementary Education, Elementary School Students, Inclusive Schools
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Vadasy, Patricia F.; Jenkins, Joseph R.; Antil, Lawrence R.; Wayne, Susan K.; O'Connor, Rollanda E. – Learning Disability Quarterly, 1997
Twenty at-risk first graders received 30 minutes of individual instruction from community tutors four days a week for up to 23 weeks. Subjects outperformed the control group on all reading, decoding, spelling and segmenting, and writing measures. Tutors who implemented the program with a high degree of fidelity achieved significant effect sizes in…
Descriptors: Beginning Reading, Early Intervention, Grade 1, Individual Instruction
Kemple, James J.; Snipes, Jason C. – 2000
The career academy approach is one of the oldest and most widely established high school reforms in the U.S., stretching back for more than 30 years. A large-scale, multi-site, random assignment research design was conducted to determine the impact of career academies on student outcomes. Some of the findings of the study include the following:…
Descriptors: Career Academies, Career Education, Dropout Prevention, Education Work Relationship
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Vadasy, Patricia F.; Jenkins, Joseph R.; Pool, Kathleen – Journal of Learning Disabilities, 2000
Twenty-three first-graders at risk for learning disabilities received one-to-one tutoring from noncertified tutors for 30 minutes, 4 days a week, for one school year. Tutoring included instruction in phonological skills, explicit decoding, writing, spelling, and reading phonically controlled text. Participants significantly outperformed controls…
Descriptors: At Risk Persons, Decoding (Reading), Early Intervention, Grade 1
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Fuchs, Lynn S.; Fuchs, Douglas; Phillips, Norris B.; Hamlett, Carol L.; Karns, Kathy – School Psychology Review, 1995
Examines the effects of classwide peer-assisted learning strategies (PALS) in mathematics incorporating the use of curriculum-based measurement on acquisition and transfer learning of three types of students (average-achieving student, low-achieving students, and students with a learning disability). Analysis of variance indicates superior…
Descriptors: Curriculum Based Assessment, Elementary Education, Learning Disabilities, Learning Strategies
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