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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
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Asaro-Saddler, Kristie; Muir-Knox, Haley; Meredith, Holly – Exceptionality, 2018
Many adolescents, particularly adolescents with disabilities, have difficulty with literacy tasks such as reading and writing. Yet research has found that when students with disabilities receive appropriate instruction, they typically are able to improve their overall writing outcomes. This study explored the effectiveness of a summary writing…
Descriptors: Literacy, Writing Strategies, Adolescents, Disabilities
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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
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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
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Sayeski, Kristin L.; Kennedy, Michael J.; de Irala, Sandra; Clinton, Elias; Hamel, Melissa; Thomas, Kristen – Exceptionality, 2015
Researchers have found that teacher preparation programs are not universally preparing teacher candidates in concepts associated with the alphabetic principle. Yet, the majority of students with reading disabilities or who struggle with beginning reading have difficulty with phonology and concepts associated with the alphabetic principle. The…
Descriptors: Multimedia Instruction, Multimedia Materials, Concept Teaching, Fundamental Concepts
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Kauffman, James M.; Badar, Jeanmarie – Exceptionality, 2014
The authors argue that insufficient attention has been given to foundational concepts in special education. Two classes of foundational concepts are discussed: human constructions and logico-mathematical facts. Four human constructions are examined: (1) making teaching most important, (2) discriminating among ideas, (3) choosing conceptual models,…
Descriptors: Special Education, Fundamental Concepts, Teaching Methods, Communication (Thought Transfer)
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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
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Pullen, Paige C.; Lane, Holly B. – Exceptionality, 2014
We compared the effects of two approaches to decoding on the word reading skills of struggling first-grade students: decontextualized, teacher directed decoding practice with manipulative letters and embedded, incidental decoding practice. Participants were 98 students at risk for reading disability. We randomly assigned participants to three…
Descriptors: Decoding (Reading), Reading Instruction, Word Recognition, Grade 1
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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
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Dunn, Michael – Exceptionality, 2013
Many students struggle with writing skills. This study focuses on three students (second and fourth grades) who were classified with a learning disability by their school. These children had writing goals and objectives (i.e., characteristics of having dysgraphia) included in their Individual Education Plan. In a single case design format, each…
Descriptors: Art Activities, Writing Instruction, Elementary School Students, Learning Disabilities
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Lushen, Kati; Kim, Ockjean; Reid, Robert – Exceptionality, 2012
Paraeducators are an integral part of instruction in public schools. This study used a multiple baseline across participants design to investigate the ability of a paraeducator to deliver Self-Regulated Strategy Development (SRSD) instruction in narrative writing. The paraeducator taught the POW + WWW, What = 2, How = 2-story writing strategy to…
Descriptors: Writing Strategies, Writing Instruction, Paraprofessional School Personnel, Instructional Innovation
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Hoover, Theresa M.; Kubina, Richard M.; Mason, Linda H. – Exceptionality, 2012
High school students with learning disabilities often have difficulty expressing their thoughts in writing. At the secondary level, writing becomes paramount to successfully navigating the curriculum and expressing knowledge. In this study, the effectiveness of Self-Regulated Strategy Development for POW (Pick my idea, Organize my notes, Write and…
Descriptors: Learning Disabilities, High School Students, Writing (Composition), Writing Strategies
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Marshak, Lisa; Mastropieri, Margo A.; Scruggs, Thomas E. – Exceptionality, 2011
This investigation compared the use of traditional instruction with that of classwide peer tutoring using materials containing embedded mnemonic strategies to provide strategic information and supplemental practice of important content. Eight inclusive seventh grade social studies classes with 186 students, of whom 42 were classified with mild…
Descriptors: Mild Disabilities, Grade 7, Instructional Effectiveness, Mnemonics
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Hong, Ee Rea; Gong, Liyuan; Ganz, Jennifer B.; Neely, Leslie – Exceptionality Education International, 2018
While no exact information on the prevalence exists, it is assumed that the overall incidence of children with autism spectrum disorder (ASD) has risen every year in Japan. However, given the lack of resources and services for families of children with ASD in Japan, there is a dearth of practical guidance for the support for those families. This…
Descriptors: Foreign Countries, Pacing, Electronic Learning, Video Technology
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Wlodarczyk, Kathy Ann; Somma, Monique; Bennett, Sheila; Gallagher, Tiffany L. – Exceptionality Education International, 2015
When school systems and administrations provide educators with opportunities to engage in transformative learning through reflective practice and provide opportunities to challenge their beliefs, educator pedagogy for inclusive education can be enhanced (Evans, 1997; Pyha¨lto¨ et al., 2012; Richardson, 1998). Our research examined the experiences…
Descriptors: Foreign Countries, Inclusion, Coaching (Performance), Teacher Attitudes
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