NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Location
New Jersey2
Texas1
Laws, Policies, & Programs
Individuals with Disabilities…1
What Works Clearinghouse Rating
Showing all 14 results Save | Export
O'Connor, Rollanda E.; Beach, Kristen D.; Sanchez, Victoria; Bocian, Kathleen M.; Roberts, Sarana; Chan, Olivia – Grantee Submission, 2017
Helping struggling readers to learn history content in middle school can be difficult due to heavy reading demands. In this study, researchers taught poor readers with and without disabilities in 8th grade to generate main idea statements, create compare and contrast paragraphs, and identify cause and effect relationships, along with relevant…
Descriptors: Reading Difficulties, Middle School Students, Grade 8, Disabilities
O'Connor, Rollanda E.; Beach, Kristen D.; Sanchez, Victoria; Bocian, Kathleen M.; Roberts, Sarana; Chan, Olivia – Learning Disability Quarterly, 2017
Helping struggling readers to learn history content in middle school can be difficult due to heavy reading demands. In this study, researchers taught poor readers with and without disabilities in eighth grade to generate main idea statements; create, compare, and contrast paragraphs; and identify cause and effect relations, along with relevant…
Descriptors: Reading Difficulties, Middle School Students, Grade 8, Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Curcic, Svjetlana; Johnstone, Robin S. – Computers in the Schools, 2016
This study examined the effects of an intervention in writing with digital interactive books. To improve the writing skills of seventh- and eighth-grade students with a learning disability in reading, we conducted a quasi-experimental study in which the students read interactive digital books (i-books), took notes, wrote summaries, and acted as…
Descriptors: Intervention, Writing Skills, Learning Disabilities, Cartoons
Peer reviewed Peer reviewed
Direct linkDirect link
Hilsmer, Amanda Strong; Wehby, Joseph H.; Falk, Katherine B. – Reading Improvement, 2016
The research base on how to effectively intervene to improve the reading fluency of students with academic and behavioral disabilities at the middle school level does not provide a strong support for evidence- based practices with this age group. The purpose of this study was to extend the body of research on reading fluency interventions to…
Descriptors: Reading Fluency, Middle School Students, Disabilities, Evidence Based Practice
Peer reviewed Peer reviewed
Direct linkDirect link
Brown, Shannon Harris; Lignugaris-Kraft, Benjamin; Forbush, David E. – Education and Treatment of Children, 2016
A limited vocabulary is a substantial obstacle to success in reading comprehension (Graves, 2004). A morphemic approach to vocabulary instruction may be an effective method for increasing student outcomes in both word knowledge and reading comprehension (Kuo & Anderson, 2006; Reed, 2008). The purpose of this research was to examine the effects…
Descriptors: Sentences, Learning Disabilities, Middle School Students, Morphemes
Peer reviewed Peer reviewed
Direct linkDirect link
Im, Myung Hee; Hughes, Jan N.; Cao, Qian; Kwok, Oi-man – American Educational Research Journal, 2016
We investigated the effect of participating in two domains of extracurricular activities (sports and performance arts/clubs) in Grades 7 and 8 on Grade 9 academic motivation and letter grades, above baseline performance. Participants were 483 students (55% male; 33% Euro-American, 25% African American, and 39% Latino). Propensity score weighting…
Descriptors: Extracurricular Activities, Student Participation, Middle School Students, Student Motivation
Peer reviewed Peer reviewed
Direct linkDirect link
O'Connor, Rollanda E.; Beach, Kristen D.; Sanchez, Victoria M.; Bocian, Kathleen M.; Flynn, Lindsay J. – Exceptional Children, 2015
We tested the effects of teaching reading skills through U.S. history content for 38 eighth-grade poor readers whose reading ability ranged from second-to fourth-grade levels. Half of the students received special education services, and half of the students were English language learners. Students were taught to decode multisyllabic words, learn…
Descriptors: Grade 8, Middle School Students, Reading Difficulties, Reading Improvement
Peer reviewed Peer reviewed
Direct linkDirect link
Evmenova, Anya S.; Regan, Kelley; Boykin, Andrea; Good, Kevin; Hughes, Melissa; MacVittie, Nichole; Sacco, Donna; Ahn, Soo Y.; Chirinos, David – Exceptional Children, 2016
The authors conducted a multiple-baseline study to investigate the effects of a computer-based graphic organizer (CBGO) with embedded self-regulated learning strategies on the quantity and quality of persuasive essay writing by students with high-incidence disabilities. Ten seventh- and eighth-grade students with learning disabilities, emotional…
Descriptors: Instructional Materials, Essays, Writing Instruction, Computer Uses in Education
Peer reviewed Peer reviewed
Direct linkDirect link
McCane-Bowling, Sara J.; Strait, Andrea D.; Guess, Pamela E.; Wiedo, Jennifer R.; Muncie, Eric – Psychology in the Schools, 2014
This study examined the predictive utility of five formative reading measures: words correct per minute, number of comprehension questions correct, reading comprehension rate, number of maze correct responses, and maze accurate response rate (MARR). Broad Reading cluster scores obtained via the Woodcock-Johnson III (WJ III) Tests of Achievement…
Descriptors: Reading Tests, Reading Comprehension, Elementary School Students, Middle School Students
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Zaromb, Franklin; Adler, Rachel M.; Bruce, Kelly; Attali, Yigal; Rock, JoAnn – ETS Research Report Series, 2014
This study investigates the benefits of no-stakes educational testing during students' summer vacation as a strategy to mitigate summer learning loss. Fifty-one students in Grades 3-8 from the Every Child Valued (ECV) and Lawrence Community Center (LCC) summer programs in Lawrenceville, NJ, took short, online assessments throughout the summer,…
Descriptors: Educational Testing, Summer Programs, Grade 3, Grade 4
Peer reviewed Peer reviewed
Direct linkDirect link
Roberts, Greg; Vaughn, Sharon; Fletcher, Jack; Stuebing, Karla; Barth, Amy – Reading Research Quarterly, 2013
This study addressed the effects of multiyear, response-based, tiered intervention for struggling readers in grades 6-8. A sample of 768 sixth-grade students with reading difficulties was randomized to a response-based, tiered-intervention condition or "business as usual," and initial treatment status was maintained over the three-year…
Descriptors: Response to Intervention, Reading Difficulties, Middle School Students, Grade 6
Peer reviewed Peer reviewed
Direct linkDirect link
Barth, Amy E.; Tolar, Tammy D.; Fletcher, Jack M.; Francis, David – Journal of Educational Psychology, 2014
We evaluated the effects of student characteristics (sight word reading efficiency, phonological decoding, verbal knowledge, level of reading ability, grade, gender) and text features (passage difficulty, length, genre, and language and discourse attributes) on the oral reading fluency of a sample of middle-school students in Grades 6-8 (N =…
Descriptors: Oral Reading, Reading Fluency, Middle School Students, Reading Difficulties
Peer reviewed Peer reviewed
Direct linkDirect link
Ticha, Renata; Espin, Christine A.; Wayman, Miya Miura – Learning Disabilities Research & Practice, 2009
The validity and reliability of curriculum-based measures in reading as indicators of performance and progress for secondary-school students were examined. Thirty-five grade 8 students completed reading aloud and maze-selection measures weekly for 10 weeks. Criterion measures were the state standards test in reading and the Woodcock-Johnson III…
Descriptors: Curriculum Based Assessment, State Standards, Validity, Grade 8
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Laitusis, Cara Cahalan; Cook, Linda L.; Cline, Frederick; King, Teresa C.; Sabatini, John – ETS Research Report Series, 2008
This study examined the impact of a read-aloud accommodation on standardized test scores of reading comprehension at Grades 4 and 8. Under a repeated measures design, students with and without reading-based learning disabilities took both a standard administration and a read-aloud administration of a reading comprehension test. Results show that…
Descriptors: Standardized Tests, Oral Reading, Reading Comprehension, Grade 4