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Varghese, Cheryl; Bratsch-Hines, Mary; Aiken, Heather; Vernon-Feagans, Lynne – Journal of Learning Disabilities, 2021
Teachers' implementation of differentiated supplemental instruction is critical to help students with or at risk for reading-related disabilities acquire early reading and vocabulary skills. This study represents an initial investigation of whether classroom teachers' intervention fidelity (exposure, adherence, and quality) of targeted reading…
Descriptors: Elementary School Teachers, Intervention, Fidelity, Program Implementation
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Ros-Demarize, Rosmary; Graziano, Paulo A. – Journal of Early Intervention, 2021
The current study examined the feasibility and initial efficacy of the Summer Treatment Program for Pre-kindergarteners (STP-PreK) with 37 preschoolers with autism spectrum disorder (ASD) and externalizing behavior problems (EBP). Parents and teachers reported on children's behavior, social/adaptive skills, and self-regulation. Children completed…
Descriptors: Autism, Pervasive Developmental Disorders, Summer Programs, Preschool Children
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Ansari, Arya; Pianta, Robert C.; Whittaker, Jessica V.; Vitiello, Virginia E.; Ruzek, Erik A. – Developmental Psychology, 2020
The present investigation examined the benefits of pre-K through the end of kindergarten for children from low-income homes who lived in a large and diverse county (n = 2,581) as well as factors associated with a reduction in benefits during the kindergarten year. Results revealed that pre-K graduates outperformed nonattenders in the areas of…
Descriptors: Preschool Education, Program Effectiveness, Low Income Students, Kindergarten
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Daniel, Johny; Vaughn, Sharon; Roberts, Gregory; Grills, Amie – Journal of Learning Disabilities, 2022
To address the needs of a diverse group of students with reading difficulties, a majority of researchers over the last decade have designed and implemented multicomponent reading interventions (MCRIs) that provide instruction in multiple areas of reading yielding mixed results. The current study evaluates whether students' baseline word reading…
Descriptors: Reading Difficulties, Reading Skills, Intervention, Grade 3
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Barnett, W. Steven; Jung, Kwanghee; Friedman-Krauss, Allison; Frede, Ellen C.; Nores, Milagros; Hustedt, Jason T.; Howes, Carollee; Daniel-Echols, Marijata – AERA Open, 2018
State-funded prekindergarten (preK) programs are increasingly common across the country. This study estimated the effects of eight state-funded preK programs (Arkansas, California, Michigan, New Jersey, New Mexico, Oklahoma, South Carolina, and West Virginia) on children's learning using a regression discontinuity design. These programs vary with…
Descriptors: Preschool Education, Program Effectiveness, Vocabulary Development, Emergent Literacy
Ansari, Arya; Pianta, Robert C.; Whittaker, Jessica V.; Vitiello, Virginia E.; Ruzek, Erik A. – Grantee Submission, 2020
The present investigation examined the benefits of pre-K through the end of kindergarten for children from low-income homes who lived in a large and diverse county (n = 2,581) as well as factors associated with a reduction in benefits during the kindergarten year. Results revealed that pre-K graduates outperformed non-attenders in the areas of…
Descriptors: Preschool Education, Program Effectiveness, Low Income Students, Kindergarten
McCormick, Meghan; Mattera, Shira – MDRC, 2022
Decades of research on early care and education have shown that four-year-old children who enroll in prekindergarten (pre-K) programs start kindergarten scoring higher on assessments of academic skills than those who do not. A handful of long-term follow-up studies of pre-K have also found that these programs can have lasting beneficial impacts on…
Descriptors: Preschool Education, Preschool Children, Program Effectiveness, Outcomes of Education
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Elizabeth B. Miller; Caitlin Canfield; Erin Roby; Helena Wippick; Daniel Shaw; Alan Mendelsohn; Pamela Morris-Perez – Society for Research on Educational Effectiveness, 2023
Background: Poverty-related disparities in school readiness are well documented (Dreyer, 2020). Increasing cognitively stimulating parenting practices can contribute greatly to addressing such disparities, and therefore represent a key modifiable target for preventive interventions beginning early in life (Brooks-Gunn & Markman, 2005).…
Descriptors: Language Skills, Reading Skills, Minority Group Students, Low Income Students
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Bauer-Kealey, Meredyth; Mather, Nancy – Community College Journal of Research and Practice, 2019
Approximately two-thirds of community college students nationwide are considered to not be ready for the demands of college and are therefore required to enroll in at least one developmental education course. Unfortunately, researchers have found that enrollment in developmental classes often has adverse effects on community college students and…
Descriptors: Two Year College Students, Community Colleges, Remedial Instruction, Skill Development
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Sung, Connie; Connor, Annemarie; Chen, June; Lin, Chien-Chun; Kuo, Hung-Jen; Chun, Jina – Autism: The International Journal of Research and Practice, 2019
This article details the iterative development, feasibility, and preliminary efficacy of an 8-week work-related social skills intervention, Assistive Soft Skills and Employment Training, for young adults with high-functioning autism spectrum disorder. In this mixed-methods study, pre- and post-intervention surveys, interviews, and functional…
Descriptors: Interpersonal Competence, Intervention, Young Adults, Autism
O'Connor, Rollanda E.; Sanchez, Victoria M.; Jones, Brian; Suchilt, Luisana; Youkhanna, Valencia; Beach, Kristen D. – Learning Disability Quarterly, 2022
Few studies have considered academic vocabulary interventions for students who have learning disabilities (LD) and also are English learners (EL). This research explored the effects of the third year of the Creating Habits that Accelerate Academic Language of Students (CHAAOS) vocabulary intervention for eighth-grade students who received English…
Descriptors: Students with Disabilities, Learning Disabilities, English Language Learners, Vocabulary Development
Ginsburg, Golda S.; Pella, Jeffrey E.; Piselli, Kate; Chan, Grace – Grantee Submission, 2019
Background: Excessive student anxiety is a common problem that severely impairs short- and long-term academic functioning and increases teacher burden. Reducing student anxiety has been associated with improvement in educational functioning. Because anxiety manifests daily in the classroom, teachers are in an ideal position to identify and help…
Descriptors: Anxiety, Elementary School Students, Elementary School Teachers, Teacher Role
Solis, Michael; Reutebuch, Colleen K.; Falcomata, Terry; Jimenez, Zaira; Cravalho, Danielle – Grantee Submission, 2021
Aim: We conducted two separate but related multiple baseline with alternating treatment single-case design studies to investigate the effect of the same reading intervention for students with autism spectrum disorder being implemented under different conditions. Method: We conducted a researcher-implemented study in a public school (Study 1) and a…
Descriptors: Autism Spectrum Disorders, Students with Disabilities, Intervention, Reading Instruction
Wenz-Gross, Melodie; Yoo, Yeonsoo; Upshur, Carole C.; Gambino, Anthony J. – Grantee Submission, 2018
Efforts to improve the achievement gap between low-income children and their more affluent peers has led to the development of classroom interventions and curricula to increase executive functioning (EF) and social-emotional skills (SE), thought to be foundational for learning. The Second Step Early Learning (SSEL) curriculum is a commercially…
Descriptors: Low Income Students, Achievement Gap, At Risk Students, Executive Function
Hume, Kara; Odom, Samuel L.; Steinbrenner, Jessica R.; Smith DaWalt, Leann; Hall, Laura J.; Kraemer, Bonnie; Tomaszewski, Brianne; Brum, Christopher; Szidon, Kate; Bolt, Daniel M. – Exceptional Children, 2022
We tested the efficacy of a comprehensive intervention program designed for high school students across the autism spectrum, the Center on Secondary Education for Students with Autism (CSESA) model, in a cluster randomized control trial involving 60 high schools in three states (California, North Carolina, Wisconsin), with implementation occurring…
Descriptors: Autism, Pervasive Developmental Disorders, Intervention, Adolescents
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