Publication Date
In 2024 | 0 |
Since 2023 | 0 |
Since 2020 (last 5 years) | 1 |
Since 2015 (last 10 years) | 1 |
Since 2005 (last 20 years) | 3 |
Descriptor
Grade 1 | 3 |
Grade 2 | 3 |
Elementary School Students | 2 |
Grade 3 | 2 |
Grade 4 | 2 |
Program Effectiveness | 2 |
Reading Programs | 2 |
Reading Skills | 2 |
Teaching Methods | 2 |
At Risk Students | 1 |
Behavior Modification | 1 |
More ▼ |
Author
Publication Type
Journal Articles | 3 |
Reports - Research | 3 |
Education Level
Elementary Education | 3 |
Grade 1 | 3 |
Grade 2 | 3 |
Early Childhood Education | 2 |
Grade 3 | 2 |
Grade 4 | 2 |
Primary Education | 2 |
Grade 5 | 1 |
Grade 6 | 1 |
Grade 7 | 1 |
Intermediate Grades | 1 |
More ▼ |
Audience
Location
Canada | 1 |
Pennsylvania | 1 |
Tennessee | 1 |
Laws, Policies, & Programs
Assessments and Surveys
Dynamic Indicators of Basic… | 1 |
Woodcock Johnson Tests of… | 1 |
What Works Clearinghouse Rating
King, Seth A.; Lemons, Christopher J.; Davidson, Kimberly A.; Fulmer, Deborah; Mrachko, Alicia A. – Exceptionality, 2022
Research focused on identifying effective interventions for individuals with Down syndrome is increasingly informed by the behavioral phenotype -- a profile of performance associated with a genetic abnormality. Recent studies substantiate the efficacy of phenotypically aligned instruction in improving basic reading skills for children with Down…
Descriptors: Down Syndrome, Students with Disabilities, Reading Programs, Reading Instruction
Montgomery, Angela; Mirenda, Pat – Exceptionality Education International, 2014
This study examined relationships between three factors related to teacher self-efficacy (use of inclusive instruction, collaboration with others, and managing disruptive behaviour) and practicing teachers' sentiments, attitudes, and concerns about inclusive education of students with developmental disabilities. We calculated Pearson…
Descriptors: Teacher Effectiveness, Self Efficacy, Inclusion, Teaching Methods
Cartledge, Gwendolyn; Yurick, Amanda; Singh, Angella Harjani; Keyes, Starr E.; Kourea, Lefki – Exceptionality, 2011
Early intervention to mitigate special education and reading risk is especially critical for low socioeconomic and minority learners. This study examined the lasting effects of an early reading intervention package of phonemic awareness on the reading skills of 38 second-grade students one and two years after intervention ended. The participants…
Descriptors: Early Intervention, Early Reading, Phonemic Awareness, Followup Studies