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Maki, Kathrin E.; Barrett, Courtenay A.; Hajovsky, Daniel B.; Burns, Matthew K. – School Psychology, 2020
Students with specific learning disabilities (SLDs) represent a large proportion of those receiving special education services in U.S. schools, but the relationship between student-level variables and SLD identification is still not well understood. The purpose of this study was to examine the extent to which data collected as part of a…
Descriptors: Learning Disabilities, Disability Identification, Academic Achievement, Race
Ritchey, Kristen D.; Palombo, Kimberly; Silverman, Rebecca D.; Speece, Deborah L. – Learning Disability Quarterly, 2017
Upper elementary school students who have reading problems may have difficulty in one or more areas of reading, each requiring specific types of interventions. This study evaluated a short-term reading intervention for 46 fifth-grade students with poor reading comprehension. Students were randomly assigned to an intervention or no treatment…
Descriptors: Reading Comprehension, Grade 5, Elementary School Students, Reading Instruction
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Jefferson, Ruth E.; Grant, Christina E.; Sander, Janay B. – Reading Psychology, 2017
This quasi-experimental study examined differences in student reading outcomes. Participants were third grade non-struggling readers. Intervention classrooms included core curriculum instruction plus evidence-based reading comprehension instruction and differentiated repeated readings. Comparison classrooms provided core curriculum instruction…
Descriptors: Reading Comprehension, Reading Fluency, High Stakes Tests, Quasiexperimental Design
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Kearns, Devin M.; Fuchs, Douglas – Exceptional Children, 2013
Stakeholders are debating the value of cognitively focused instruction for students who have not benefited from a skills-based approach. Much of the discussion, however, is occurring without recognition of research that has been conducted in the past 2 decades. In this article, we reviewed the research. Electronic databases and hard copies of…
Descriptors: Academic Achievement, Low Achievement, Teaching Methods, Cognitive Processes