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Effects of Small-Group Reading Instruction and Curriculum Differences for Students Most at Risk in Kindergarten: Two-Year Results for Secondary- and Tertiary-Level Interventions
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Kamps, Debra; Abbott, Mary; Greenwood, Charles; Wills, Howard; Veerkamp, Mary; Kaufman, Jorun – Journal of Learning Disabilities, 2008
This article describes the implementation of small-group reading instruction as secondary- and tertiary-level components of a three-tier model of prevention and intervention. The study consisted of 83 students who were targeted in the winter of kindergarten as being at high risk for reading failure. Intervention consisted of evidence-based…
Descriptors: Reading Difficulties, Prevention, Reading Failure, Kindergarten
Cognitive-Motivational Factors that Contribute to the Achievement of Learning-Disabled Children.
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Licht, Barbara G. – Journal of Learning Disabilities, 1983
The paper reviews research on the effects of motivation on performance of learning disabled children and presents a treatment approach (attribution retraining) designed to help children link their difficulties to factors under their own control. (CL)
Descriptors: Academic Achievement, Attribution Theory, Elementary Secondary Education, Failure
A Decision-Making Model for In-Grade Retention (Nonpromotion).
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Lieberman, Laurence M. – Journal of Learning Disabilities, 1980
Factors to be considered in deciding about nonpromotion of students include child factors (such as physical disabilities, physical size, self-concept, and ability to function independently); family factors (such as attitude toward retention and number of geographical moves); and school factors (school's, principal's, and teacher's attitude toward…
Descriptors: Academic Failure, Decision Making, Family Attitudes, Grade Repetition