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Direct linkHrastinski, Iva; Wilbur, Ronnie B. – Journal of Deaf Studies and Deaf Education, 2016
There has been a scarcity of studies exploring the influence of students' American Sign Language (ASL) proficiency on their academic achievement in ASL/English bilingual programs. The aim of this study was to determine the effects of ASL proficiency on reading comprehension skills and academic achievement of 85 deaf or hard-of-hearing signing…
Descriptors: Academic Achievement, Deafness, Hearing Impairments, American Sign Language
Download full textGuam Department of Education, 2014
This report addresses the reporting requirements of Public Law 26-26 and the provisions of "No Child Left Behind" ("NCLB") as described in the Guam Department of Education Board adopted "District Action Plan" ("DAP"). Public Law 26-26, Section 3106 states that "No later than thirty (30) days following…
Descriptors: Annual Reports, Public Schools, Educational Objectives, School Districts
Urdegar, Steven M. – Research Services, Miami-Dade County Public Schools, 2014
My Virtual Reading Coach (MVRC) is an online program for students who have been identified as struggling readers. It is used as an intervention within the Response to Intervention (RtI) framework, as well as for students with disabilities. The software addresses reading sub-skills (i.e., comprehension, fluency, phonemic awareness, phonics, and…
Descriptors: Reading Difficulties, Intervention, Response to Intervention, Disabilities
Guam Department of Education, 2016
This report addresses the reporting requirements of Public Law 26-26 and the provisions of "No Child Left Behind" ("NCLB") as described in the Guam Department of Education Board adopted "District Action Plan" ("DAP"). Public Law 26-26, Section 3106 states that "No later than thirty (30) days following…
Descriptors: Annual Reports, Public Schools, Educational Objectives, School Districts
Guam Department of Education, 2015
This report addresses the reporting requirements of Public Law 26-26 and the provisions of "No Child Left Behind" ("NCLB") as described in the Guam Department of Education Board adopted "District Action Plan" ("DAP"). Public Law 26-26, Section 3106 states that "No later than thirty (30) days following…
Descriptors: Annual Reports, Public Schools, Educational Objectives, School Districts
Guam Department of Education, 2013
This report addresses the reporting requirements of Public Law 26-26 and the provisions of "No Child Left Behind" ("NCLB") as described in the Guam Department of Education Board adopted "District Action Plan" ("DAP"). Public Law 26-26, Section 3106 states that "No later than thirty (30) days following…
Descriptors: Public Education, Student Characteristics, Academic Achievement, Graduation Rate
Gerard, Maureen – Journal of Research in Childhood Education, 2005
Multiage settings are alternative educational groupings that promote complexity in young children's thinking. Grouping children across ages and grades encourages interconnectedness in social and intellectual development. This study compared the academic achievement of one group of multiage students to national norms on standardized achievement…
Descriptors: Children, National Norms, Intellectual Development, Academic Achievement
Arizona Education Policy Initiative, 2004
This paper is a collection of ten policy briefs examining various key elements of the state's public education system. The authors, contributors, and reviewers of the briefs are, for the most part, on the faculty of Arizona's three public universities: Arizona State University, Northern Arizona University, and the University of Arizona. Michael…
Descriptors: Charter Schools, Private Schools, Teacher Effectiveness, Teacher Education Programs
