Publication Date
In 2024 | 1 |
Since 2023 | 1 |
Since 2020 (last 5 years) | 6 |
Since 2015 (last 10 years) | 6 |
Since 2005 (last 20 years) | 6 |
Descriptor
Author
Amy Lannin | 1 |
Beach, Kristen D. | 1 |
Breazeale, Ashley M. | 1 |
Calvin, Kristie L. | 1 |
Cassandra Smith | 1 |
Davis, Lyle H. | 1 |
Delinda van Garderen | 1 |
Gray, Shelley | 1 |
Hall-Mills, Shannon S. | 1 |
Heba Abdelnaby | 1 |
Jones, Brian | 1 |
More ▼ |
Publication Type
Journal Articles | 6 |
Reports - Research | 5 |
Information Analyses | 1 |
Education Level
Junior High Schools | 6 |
Middle Schools | 6 |
Secondary Education | 6 |
Elementary Education | 2 |
High Schools | 2 |
Early Childhood Education | 1 |
Grade 2 | 1 |
Grade 3 | 1 |
Grade 4 | 1 |
Grade 5 | 1 |
Grade 6 | 1 |
More ▼ |
Audience
Location
Arizona | 1 |
California | 1 |
Texas | 1 |
Laws, Policies, & Programs
Assessments and Surveys
Gates MacGinitie Reading Tests | 1 |
Gray Oral Reading Test | 1 |
Wechsler Individual… | 1 |
Woodcock Johnson Tests of… | 1 |
What Works Clearinghouse Rating
Amy Lannin; Delinda van Garderen; Heba Abdelnaby; Cassandra Smith; Rachel Juergensen; William Folk; William Romine – Learning Disability Quarterly, 2024
The importance of text complexity has gained recognition since the Common Core State Standards (CCSS-ELA) were developed. The "Linking Science and Literacy for All Learners" (LS&L4AL) program uses multimodal STEM text sets to link reading grade-band complex texts with Next Generation Science Standards (NGSS) sense-making. We define a…
Descriptors: Scaffolding (Teaching Technique), STEM Education, Students with Disabilities, Learning Disabilities
O'Connor, Rollanda E.; Sanchez, Victoria M.; Jones, Brian; Suchilt, Luisana; Youkhanna, Valencia; Beach, Kristen D. – Learning Disability Quarterly, 2022
Few studies have considered academic vocabulary interventions for students who have learning disabilities (LD) and also are English learners (EL). This research explored the effects of the third year of the Creating Habits that Accelerate Academic Language of Students (CHAAOS) vocabulary intervention for eighth-grade students who received English…
Descriptors: Students with Disabilities, Learning Disabilities, English Language Learners, Vocabulary Development
Hall-Mills, Shannon S.; Marante, Leesa M. – Learning Disability Quarterly, 2022
This systematic review article summarizes the effects of explicit text structure instruction on expository text comprehension for adolescents with learning disabilities or at risk for reading failure. A thorough literature search with four databases and backward citation search identified nine studies published in the past 22 years for inclusion…
Descriptors: Text Structure, Direct Instruction, Expository Writing, Instructional Effectiveness
Calvin, Kristie L.; Gray, Shelley – Learning Disability Quarterly, 2022
The purpose of this single case design study was to examine the efficacy of using double-bubble Thinking Maps to improve the reading comprehension of middle school Spanish-English bilingual middle school students with learning disabilities. Participants included three female Spanish-English bilingual middle school students with learning…
Descriptors: Reading Comprehension, Spanish, Middle School Students, Students with Disabilities
Meisinger, Elizabeth B.; Breazeale, Ashley M.; Davis, Lyle H. – Learning Disability Quarterly, 2022
The purpose of this study was to examine whether group-based differences exist in word- and text-level reading in a clinical sample of students with dyslexia, and to shed light on the cognitive processes supporting these essential skills. Second- through seventh-grade students were administered a battery of standardized measures of cognitive…
Descriptors: Dyslexia, Students with Disabilities, Grade 2, Grade 3
Williams, Kelly J.; Vaughn, Sharon – Learning Disability Quarterly, 2020
English learners with learning disabilities (LD) have well-documented difficulties comprehending text. This study examined the effects of an intensive reading intervention (Reading Intervention for Adolescents [RIA]) on reading outcomes (word reading, vocabulary, and comprehension) for ninth-grade ELs with LD (n = 85). In the RIA, students…
Descriptors: Program Effectiveness, Intervention, Reading Difficulties, Learning Disabilities