NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Teachers1
What Works Clearinghouse Rating
Meets WWC Standards with or without Reservations1
Showing 1 to 15 of 78 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Park, Yujeong; Brownell, Mary T.; Bettini, Elizabeth F.; Benedict, Amber E. – Exceptionality, 2019
The purpose of this study was to review and analyze effective classroom reading practices for early graders, using information gathered from the existing content-general and content-specific observation protocols measuring teachers' classroom reading practices. Dimensions and constructs from 28 observation studies were synthesized to identify…
Descriptors: Instructional Effectiveness, Teaching Methods, Reading Instruction, Elementary School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Ok, Min Wook; Kim, Woori – Exceptionality, 2017
New technology devices such as iPads and iPods have become very popular and widely used in special education settings to teach students with disabilities. The 20 selected single-case design studies published by November 2015 were comprehensively reviewed to examine the effects of using iPads and iPods on academic performance and engagement of…
Descriptors: Handheld Devices, Technology Uses in Education, Special Education, Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Cormier, Damien C.; Yeo, Seungsoo; Christ, Theodore J.; Offrey, Laura D.; Pratt, Katherine – Exceptionality, 2016
The purpose of this study is to evaluate the relationship of mathematics calculation rate (curriculum-based measurement of mathematics; CBM-M), reading rate (curriculum-based measurement of reading; CBM-R), and mathematics application and problem solving skills (mathematics screener) among students at four levels of proficiency on a statewide…
Descriptors: Computation, Problem Solving, Grade 3, Elementary School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Thurlow, Martha L.; Wu, Yi-Chen; Lazarus, Sheryl S.; Ysseldyke, James E. – Exceptionality, 2016
Federal regulations indicate that the achievement gap must be closed between subgroups, including the gap between special education and non-special education students. We explored the ways in which achievement trends are influenced by three methods of reporting (cross-sectional, cohort-static, and cohort-dynamic). We also investigated (a) the ways…
Descriptors: Special Education, Achievement Gap, Mathematics Achievement, Change
Peer reviewed Peer reviewed
Direct linkDirect link
Missett, Tracy C.; Azano, Amy Price; Callahan, Carolyn M.; Landrum, Kimberly – Exceptionality, 2016
Twice-exceptional students show evidence of high academic performance or potential and also have a disability that impedes their ability to learn. Twice-exceptional students remain under-represented in gifted programs, and some researchers attribute such under-representation to the negative beliefs and low expectations about twice-exceptional…
Descriptors: Teacher Expectations of Students, Gifted Disabled, Special Education, Case Studies
Peer reviewed Peer reviewed
Direct linkDirect link
Popova, Svetlana; Lange, Shannon; Burd, Larry; Nam, Seungree; Rehm, Jürgen – Exceptionality, 2016
The current study aimed to estimate the cost associated with special education among children (5 to 14 years) with Fetal Alcohol Spectrum Disorder (FASD) in elementary and middle school by sex, age group, and province and territory in Canada. It was estimated that there were 6,520 students with FASD receiving special education in Canada in…
Descriptors: Fetal Alcohol Syndrome, Special Education, Children, Elementary School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Bossaert, Goele; Colpin, Hilde; Pijl, Sip Jan; Petry, Katja – Exceptionality, 2015
This study focuses on companionship, intimacy, and support of reciprocated friendships of students with autism spectrum disorders (ASD), students with motor and/or sensory disabilities, and typically developing students with their classmates at the start of mainstream secondary school. The study included 1379 typically developing students, 65…
Descriptors: Disabilities, Friendship, Mainstreaming, Inclusion
Peer reviewed Peer reviewed
Direct linkDirect link
Skerbetz, Mandi Davis; Kostewicz, Douglas E. – Exceptionality, 2015
The difficulties students identified with emotional and behavior disabilities present sometimes strain inclusive educators. General education teachers often find themselves ill equipped to provide effective support for both students with and without disabilities. An effective intervention that may hold promise for included students with academic…
Descriptors: Emotional Disturbances, Behavior Disorders, Disabilities, Inclusion
Peer reviewed Peer reviewed
Direct linkDirect link
Dennis, Minyi Shih; Bryant, Brian R.; Drogan, Robin – Exceptionality, 2015
Although research on Tier 2 interventions for early mathematics is accumulating, such efforts remain far behind those for reading, especially regarding specific features such as the ideal time to begin an intervention. The present study investigated the effectiveness of a Tier 2 intervention using a single subject multiple baseline, across-groups…
Descriptors: Mathematics Instruction, Response to Intervention, Elementary School Mathematics, Grade 2
Peer reviewed Peer reviewed
Direct linkDirect link
Ahlgrim-Delzell, Lynn; Rivera, Christopher – Exceptionality, 2015
Mandates such as No Child Left Behind (2001) and Individuals with Disabilities Education Improvement Act (2004) shifted the emphasis of instruction to include skills that access the general curriculum for students with moderate to severe intellectual disability. The purpose of this study was to describe changes in literacy instruction of teachers…
Descriptors: Severe Intellectual Disability, Moderate Intellectual Disability, Comparative Analysis, Literacy Education
Peer reviewed Peer reviewed
Direct linkDirect link
Datchuk, Shawn M.; Kubina, Richard M.; Mason, Linda H. – Exceptionality, 2015
Elementary-aged students with behavioral concerns and disabilities struggling to construct sentences stand a high likelihood for continued academic difficulty. Several studies have used sentence instruction with picture-word prompts to improve sentence level writing skills, including construction of simple sentences, syntax, capitalization, and…
Descriptors: Elementary School Students, Sentences, Teaching Methods, Prompting
Peer reviewed Peer reviewed
Direct linkDirect link
Orosco, Michael J. – Exceptionality, 2014
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…
Descriptors: English Language Learners, Hispanic American Students, Grade 3, Elementary School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Flores, Margaret M.; Ganz, Jennifer B. – Exceptionality, 2014
There is limited research demonstrating direct instruction (DI) as an effective language intervention for students with autism spectrum disorders (ASD) and developmental disabilities (DD). Existing research has shown that instruction using partial implementation of DI programs resulted in student learning (Ganz, 2007) and instruction using whole…
Descriptors: Direct Instruction, Teaching Methods, Intervention, Language Skills
Peer reviewed Peer reviewed
Direct linkDirect link
Al-Hilawani, Yasser A. – Exceptionality, 2014
In this study, metacognition refers to performing visual analysis and discrimination of real life events and situations in naïve psychology, naïve physics, and naïve biology domains. It is used, along with measuring reaction time, to examine differences in the ability of four groups of students to select appropriate pictures that correspond with…
Descriptors: Metacognition, Deafness, Hearing Impairments, Foreign Countries
Peer reviewed Peer reviewed
Direct linkDirect link
Cronin, Kathleen A. – Exceptionality, 2014
The purpose of this study was to examine the relationship among oral language, decoding, and reading comprehension for children with autism. Participants included 13 English-speaking children with a diagnosis of high-functioning autism (IQ > 70) who were included in a typical classroom, and who had parents who spoke English. Parts of the…
Descriptors: Autism, Oral Language, Decoding (Reading), Reading Comprehension
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6