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Supplemental Intervention Improves Writing of First-Grade Students: Single Case Experimental Design Evaluation
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McKenna, Meaghan; Goldstein, Howard; Soto-Boykin, Xigrid; Cheng, Ke; Troia, Gary A.; Ferron, John – Journal of Educational Research, 2021
The limited research available on writing in Grade 1 led to the development and implementation of an intervention for students who were performing below expectations. Ten students participated in a writing intervention for 11-13 weeks. A multiple baseline design across three units of instruction was focused on (a) paragraph structure, (b) sentence…
Descriptors: Supplementary Education, Writing Improvement, Writing Strategies, Intervention
Supplemental Intervention Improves Writing of First-Grade Students: Single Case Experimental Design Evaluation
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McKenna, Meaghan; Goldstein, Howard; Soto-Boykin, Xigrid; Cheng, Ke; Troia, Gary A.; Ferron, John – Grantee Submission, 2021
The limited research available on writing in Grade 1 led to the development and implementation of an intervention for students who were performing below expectations. Ten students participated in a writing intervention for 11-13 weeks. A multiple baseline design across three units of instruction was focused on (a) paragraph structure, (b) sentence…
Descriptors: Supplementary Education, Writing Improvement, Writing Strategies, Intervention
Vocabulary and Main Idea Reading Intervention Using Text Choice to Improve Content Knowledge and Reading Comprehension of Adolescents with Autism Spectrum Disorder
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Solis, Michael; Reutebuch, Colleen K.; Falcomata, Terry; Steinle, Paul K.; Miller, Veronica L.; Vaughn, Sharon – Grantee Submission, 2021
This simultaneous replication single-case design study investigated a vocabulary and main idea intervention with an aspect of text choice provided to students with autism spectrum disorder (ASD). Five middle school students with ASD participated in two instructional groups taught by school-based personnel. Results were initially mixed. These…
Descriptors: Vocabulary Development, Reading Comprehension, Reading Material Selection, Reader Text Relationship
The Effects of Inference Instruction on the Reading Comprehension of English Learners with Reading Comprehension Difficulties
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Hall, Colby; Vaughn, Sharon; Barnes, Marcia A.; Stewart, Alicia A.; Austin, Christy R.; Roberts, Greg – Remedial and Special Education, 2020
Inference skill is one of the most important predictors of reading comprehension. Still, there is little rigorous research investigating the effects of inference instruction on reading comprehension. There is no research investigating the effects of inference instruction on reading comprehension for English learners with reading comprehension…
Descriptors: Inferences, Reading Instruction, Reading Comprehension, English Language Learners
Modeling Alphabet Skills as Instructive Feedback within a Phonological Awareness Intervention
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Olszewski, Arnold; Soto, Xigrid; Goldstein, Howard – Grantee Submission, 2017
Purpose: This study evaluated the efficacy of an instructive feedback strategy for modeling letter names and sounds during presentation of positive feedback within a small group phonological awareness intervention for preschoolers. Method: Two experiments were conducted using multiple baseline designs across children and behaviors. Letter name and…
Descriptors: Teaching Methods, Feedback (Response), Phonological Awareness, Preschool Children