NotesFAQContact Us
Collection
Advanced
Search Tips
Publication Date
In 20250
Since 20240
Since 2021 (last 5 years)1
Since 2016 (last 10 years)4
Since 2006 (last 20 years)6
Descriptor
Program Effectiveness6
Screening Tests6
Intervention5
At Risk Students4
Behavior Disorders4
Children3
Elementary School Students3
Elementary School Teachers3
Faculty Development3
Grade 33
Intelligence Tests3
Learner Engagement3
Student Participation3
Behavior Problems2
Correlation2
Elementary School Mathematics2
Emotional Disturbances2
Emotional Problems2
Feedback (Response)2
Interpersonal Relationship2
Phonology2
Rating Scales2
Reading Instruction2
Student Motivation2
Teaching Methods2
More ▼
Source
Exceptional Children1
Exceptionality1
Grantee Submission1
International Journal of…1
Journal of Learning…1
Remedial and Special Education1
Author
Lane, Kathleen Lynne4
Ennis, Robin Parks3
Oakes, Wendy Peia2
Benson, Nancy J.1
Flemming, Sarah Cole1
Frijters, Jan C.1
Girbau, Dolors1
Ickowicz, Abel1
Little, M. Annette1
Lovett, Maureen W.1
Martinussen, Rhonda1
Phillips, Andrea1
Redding-Rhodes, Jenny1
Schwartz, Richard G.1
Tannock, Rosemary1
Welsh, Megan T.1
White, Erin Jacquelyn1
More ▼
Publication Type
Journal Articles6
Reports - Research6
Education Level
Early Childhood Education5
Elementary Education5
Grade 33
Primary Education3
Grade 11
Grade 21
Preschool Education1
Audience
Location
Canada1
Laws, Policies, & Programs
Assessments and Surveys
Wechsler Intelligence Scale…6
Systematic Screening for…3
Illinois Test of…1
Social Skills Improvement…1
Strengths and Difficulties…1
Test of Nonverbal Intelligence1
Woodcock Johnson Tests of…1
What Works Clearinghouse Rating
Does not meet standards1
Showing all 6 results Save | Export
Empowering Teachers with Low-Intensity Strategies: Supporting Students At-Risk for EBD with Instructional Choice during Reading
Peer reviewed Peer reviewed
Direct linkDirect link
Ennis, Robin Parks; Lane, Kathleen Lynne; Flemming, Sarah Cole – Exceptionality, 2021
Teachers may benefit from using classroom-delivered, low-intensity strategies to increase engagement of students at-risk for emotional and behavioral disorders and academic failure in the general education classroom. This project focused on empowering teachers to be involved in every step of the research process: screening, planning, data…
Descriptors: Classroom Techniques, Learner Engagement, Student Behavior, At Risk Students
Empowering Teachers with Low-Intensity Strategies to Support Instruction: Within-Activity Choices in Third-Grade Math with Null Effects
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Direct linkDirect link
Ennis, Robin Parks; Lane, Kathleen Lynne; Oakes, Wendy Peia – Remedial and Special Education, 2018
Instructional choice is a low-intensity strategy that can improve academic engagement. In this study, we investigated the effects of within-activity choices offered during math by third-grade teachers to participating students with behavioral and academic needs. We utilized a professional development model to train teachers to implement…
Descriptors: Teaching Methods, Grade 3, Elementary School Mathematics, Elementary School Teachers
Empowering Teachers with Low-Intensity Strategies to Support Instruction: Within-Activity Choices in Third-Grade Math with Null Effects
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Direct linkDirect link
Ennis, Robin Parks; Lane, Kathleen Lynne; Oakes, Wendy Peia – Grantee Submission, 2018
Instructional choice is a low-intensity strategy that can improve academic engagement. In this study, we investigated the effects of within-activity choices offered during math by third-grade teachers to participating students with behavioral and academic needs. We utilized a professional development model to train teachers to implement…
Descriptors: Teaching Methods, Grade 3, Elementary School Mathematics, Elementary School Teachers
Combined Modality Intervention for ADHD with Comorbid Reading Disorders: A Proof of Concept Study
Peer reviewed Peer reviewed
Direct linkDirect link
Tannock, Rosemary; Frijters, Jan C.; Martinussen, Rhonda; White, Erin Jacquelyn; Ickowicz, Abel; Benson, Nancy J.; Lovett, Maureen W. – Journal of Learning Disabilities, 2018
To evaluate the relative efficacy of two reading programs with and without adjunctive stimulant medication for children with attention-deficit/hyperactivity disorder and comorbid reading disorder (ADHD+RD). Sixty-five children (7-11 years in age) were assigned randomly to one of three intensive remedial academic programs (phonologically or…
Descriptors: Intervention, Attention Deficit Hyperactivity Disorder, Comorbidity, Child Behavior
Non-Word Repetition in Spanish-Speaking Children with Specific Language Impairment (SLI)
Peer reviewed Peer reviewed
Direct linkDirect link
Girbau, Dolors; Schwartz, Richard G. – International Journal of Language & Communication Disorders, 2007
Background: A number of previous studies have revealed that children with Specific Language Impairment have limitations in Phonological Working Memory as revealed by a task that requires them to repeat non-words of increasing syllable length. However, most published studies have used non-words that are phonotactically English. Aims: The purpose…
Descriptors: Program Effectiveness, Memory, Syllables, Spanish Speaking
Outcomes of a Teacher-Led Reading Intervention for Elementary Students at Risk for Behavioral Disorders
Peer reviewed Peer reviewed
Direct linkDirect link
Lane, Kathleen Lynne; Little, M. Annette; Redding-Rhodes, Jenny; Phillips, Andrea; Welsh, Megan T. – Exceptional Children, 2007
To date, reports of reading interventions for students at risk for emotional/behavioral disorders (E/BD) that have been published in refereed journals have involved sustained support by university or school-site personnel. This study examined the efficacy and feasibility of a reading intervention that 2 general education teachers implemented in…
Descriptors: Reading Difficulties, Intervention, Reading Fluency, Behavior Disorders