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Direct linkAdrienne D. Woods; Paul L. Morgan; Yangyang Wang; George Farkas; Marianne M. Hillemeier – Learning Disability Quarterly, 2025
The extent to which reading achievement is causally impacted by eligibility for special education services due to a learning disability (LD) or speech or language impairment (SLI) is currently unclear. In this registered report, we analyzed U.S. national data from the Early Childhood Longitudinal Study--Kindergarten Cohort of 2010-2011 (ECLS-K:…
Descriptors: Reading Achievement, Students with Disabilities, Learning Disabilities, Speech Impairments
Karolina Urton; Mariola Moeyaert; Kerstin Nobel; Anne Barwasser; Richard T. Boon; Matthias Grünke – Exceptionality, 2025
This study employed a meta-analytic approach to examine the effectiveness of graphic organizers (GOs) in improving academic and behavioral outcomes for K-12 students with disabilities, drawing from the single-case special education literature. Moderators at participant and study level were analyzed in addition to the main effects. A comprehensive…
Descriptors: Instructional Materials, Students with Disabilities, Instructional Effectiveness, Academic Achievement
Brandon LeBeau; Susan G. Assouline; Megan Foley-Nicpon; Ann Lupkowski-Shoplik; Katherine Schabilion – Gifted Child Quarterly, 2025
Academic acceleration, which enhances challenges for academically gifted students, can be subject-based or whole-grade. Limited research has explored its application in the twice-exceptional population, where students possess notable cognitive strengths and challenges due to psychological diagnoses. Our clinical study investigates the likelihood…
Descriptors: Twice Exceptional, Acceleration (Education), Academically Gifted, Intelligence Quotient
