Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 1 |
Descriptor
Author
| Ysseldyke, James E. | 2 |
| Engelberg, Ruth A. | 1 |
| Evans, Ellis D. | 1 |
| Harrison, Kelley A. | 1 |
| Jeanne Wanzek | 1 |
| Romanczyk, Raymond G. | 1 |
| Schwean, V. L. | 1 |
| Sharon Vaughn | 1 |
Publication Type
| Reports - Research | 6 |
| Journal Articles | 3 |
| Speeches/Meeting Papers | 1 |
Education Level
| Elementary Education | 1 |
| Grade 1 | 1 |
Audience
| Researchers | 6 |
| Practitioners | 3 |
Location
Laws, Policies, & Programs
Assessments and Surveys
| Matching Familiar Figures Test | 1 |
What Works Clearinghouse Rating
| Meets WWC Standards with or without Reservations | 1 |
Direct linkJeanne Wanzek; Sharon Vaughn – Journal of Learning Disabilities, 2008
Two studies examined response to varying amounts of time in reading intervention for two cohorts of first-grade students demonstrating low levels of reading after previous intervention. Students were assigned to one of three groups that received (a) a single dose of intervention, (b) a double dose of intervention, or (c) no intervention.…
Descriptors: Intervention, Reading Fluency, Student Reaction, Acceleration (Education)
Peer reviewedHarrison, Kelley A.; Romanczyk, Raymond G. – Journal of Learning Disabilities, 1991
Twenty-two elementary-aged children with reading difficulties were administered multiple assessments, including the Matching Familiar Figures Test (MFFT), Simple Reaction Time, and Complex Reaction Time. Results did not support a relationship between impulsivity, as measured by the MFFT, and academic progress in a classroom setting. (Author/JDD)
Descriptors: Academic Achievement, Conceptual Tempo, Elementary Education, Learning Disabilities
Download full textEngelberg, Ruth A.; Evans, Ellis D. – 1985
Students in grades four, five, and six who represented three classifications of ability were compared for their conceptualizations, attributions, and attitudes about school grading practices. Intellectually gifted, learning disabled, and normally achieving students were assessed. Significant differences were found among the three groups,…
Descriptors: Academic Achievement, Attitude Measures, Attribution Theory, Comparative Analysis
Peer reviewedSchwean, V. L. – Canadian Journal of Special Education, 1992
Eighteen language/learning-disabled adolescents were compared with 18 nondisabled adolescents and 18 linguistically matched nondisabled preadolescents on requesting assistance from listeners who vary in power and familiarity. The language learning-disabled adolescents were sensitive to social and contextual features and modified their requests…
Descriptors: Adolescents, Articulation (Speech), Communication Skills, Comparative Analysis
Ysseldyke, James E.; And Others – 1987
Observations were conducted to document the active academic responding and academic engagement rates of 122 elementary students (30 learning-disabled, 32 emotionally/behaviorally disturbed, 30 mildly mentally retarded, and 30 self-contained programs. Data were recorded in 10-second intervals for each student over an entire school day. During a…
Descriptors: Classroom Techniques, Comparative Analysis, Elementary Education, Emotional Disturbances
Ysseldyke, James E.; And Others – 1987
This project examined the extent to which varying instructional grouping arrangements are used for different categories of mildly handicapped students in various instructional settings and the extent to which any differences translated to differences in student responses. Observational data were recorded all day in 10-second intervals for 122…
Descriptors: Classroom Techniques, Comparative Analysis, Elementary Education, Emotional Disturbances
