Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Author
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
Education Level
| Secondary Education | 2 |
| Elementary Education | 1 |
| Elementary Secondary Education | 1 |
| Grade 7 | 1 |
| Grade 8 | 1 |
| High Schools | 1 |
| Junior High Schools | 1 |
| Middle Schools | 1 |
Audience
Location
Laws, Policies, & Programs
| Individuals with Disabilities… | 1 |
Assessments and Surveys
| Wechsler Intelligence Scale… | 3 |
| Flesch Kincaid Grade Level… | 1 |
| Kaufman Test of Educational… | 1 |
| Stanford Binet Intelligence… | 1 |
| Wechsler Adult Intelligence… | 1 |
| Woodcock Johnson Tests of… | 1 |
| Woodcock Johnson Tests of… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkKing-Sears, Margaret E.; Johnson, Todd M.; Berkeley, Sheri; Weiss, Margaret P.; Peters-Burton, Erin E.; Evmenova, Anya S.; Menditto, Anna; Hursh, Jennifer C. – Learning Disability Quarterly, 2015
In this exploratory study, students in four co-taught high school chemistry classes were randomly assigned to a Universal Design for Learning (UDL) treatment or a comparison condition. Each co-teaching team taught one comparison and treatment class. UDL principles were operationalized for treatment: (a) a self-management strategy (using a…
Descriptors: Chemistry, High School Students, Team Teaching, Secondary School Science
Curcic, Svjetlana; Johnstone, Robin S. – Computers in the Schools, 2016
This study examined the effects of an intervention in writing with digital interactive books. To improve the writing skills of seventh- and eighth-grade students with a learning disability in reading, we conducted a quasi-experimental study in which the students read interactive digital books (i-books), took notes, wrote summaries, and acted as…
Descriptors: Intervention, Writing Skills, Learning Disabilities, Cartoons
Ucles, Paulino; Mendez, Mario; Garay, Jose – Dyslexia, 2009
We compared processing of non-verbal auditory stimuli by dyslexic and non-dyslexic children using electrophysiological methods. The study included 39 children (17 with dyslexia plus 22 controls) assessed via frontal, central, parietal, and temporal electrodes. As an extension of previous P300 event-related potential studies, we analysed variations…
Descriptors: Auditory Stimuli, Dyslexia, Comparative Analysis, Evaluation Methods
