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Seeger, Victoria; McNemar, Stephanie – Support for Learning, 2020
Two studies, one of middle school students and the other of high school students, demonstrated that students who were labeled as 'struggling' in the area of literacy saw themselves quite differently when their voices were heard. When these labeled students were viewed through a strengths lens rather than a deficits one, competent literacy skills…
Descriptors: Middle School Students, High School Students, Reading Difficulties, Labeling (of Persons)
Cockroft, Charlotte; Atkinson, Cathy – Support for Learning, 2017
Research suggests that reading engagement and motivation are strong predictors of reading performance. Reading motivation may decline as students approach adolescence, resulting in less time spent with text. To date, there has been no research on how practitioners might directly support students to address affective factors in reading. In this…
Descriptors: Reading Achievement, Case Studies, Qualitative Research, Statistical Analysis
Hornby, Garry; Witte, Chrystal; Mitchell, David – Support for Learning, 2011
There is an extensive international research literature on the impact of ability grouping (e.g. streaming or banding) on children's academic and behavioural outcomes. However, it is questionable to what extent the findings of research on this topic have influenced the practice of pupil ability grouping in New Zealand intermediate schools. Nine…
Descriptors: State Schools, Academic Achievement, Ability Grouping, Foreign Countries
Jurecska, Diomaris E.; Hamilton, Elizabeth B.; Peterson, Mary A. – Support for Learning, 2011
The purpose of this article is to discuss the effectiveness of the Coping Power Program (CPP); an evidence-based treatment delivered in a group format to at-risk middle-school children. Initially, two groups were randomised and formed: an intervention group of 24 CPP sessions and a control group. All students were enrolled in public schools from…
Descriptors: Control Groups, Intervention, Hyperactivity, Coping