Publication Date
| In 2025 | 0 |
| Since 2024 | 1 |
| Since 2021 (last 5 years) | 2 |
| Since 2016 (last 10 years) | 3 |
| Since 2006 (last 20 years) | 7 |
Descriptor
Source
| ProQuest LLC | 3 |
| California School Psychologist | 1 |
| Education Sciences | 1 |
| International Journal of… | 1 |
| Journal of International… | 1 |
| Journal on Educational… | 1 |
Author
Publication Type
| Journal Articles | 5 |
| Dissertations/Theses -… | 3 |
| Reports - Research | 3 |
| Information Analyses | 1 |
| Reports - Descriptive | 1 |
Education Level
| Early Childhood Education | 8 |
| Elementary Education | 7 |
| Primary Education | 6 |
| Grade 3 | 5 |
| Grade 4 | 4 |
| Intermediate Grades | 4 |
| Kindergarten | 2 |
| Grade 5 | 1 |
| Middle Schools | 1 |
| Preschool Education | 1 |
Audience
Laws, Policies, & Programs
| Individuals with Disabilities… | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Download full textArias-Gundín, Olga; García Llamazares, Ana – Education Sciences, 2021
(1) Background: The response to intervention (RtI) model makes possible the early detection of reading problems and early intervention for students at risk. The purpose of this study is to analyze the effective measures that identify struggling readers and the most effective practices of the RtI model in reading in Primary Education. (2) Method: A…
Descriptors: Response to Intervention, Learning Disabilities, Reading Difficulties, Program Effectiveness
Direct linkYousef Dehghani; Faride Sadat Hoseini; Fateme Jamshidi – International Journal of Disability, Development and Education, 2024
The present study aimed to investigate the effects of the EASY Minds program on working memory and selective attention of a group of Iranian students with maths learning disabilities. The study had a quasi-experimental research design with pre-test, post-test, and follow-up tests. Forty students with maths learning disabilities were randomly…
Descriptors: Learning Disabilities, Foreign Countries, Short Term Memory, Mathematics Instruction
Landa, Katrina G.; Barbetta, Patricia M. – Journal of International Special Needs Education, 2017
A multiple probe across participants design was used to explore the effects of repeated readings on the reading fluency, errors, and comprehension of 4, third-to-fifth grade English language learners (ELLs) with specific learning disabilities (SLD). Also, generalization measures to untaught passages and maintenance data were collected. In…
Descriptors: Learning Disabilities, Repetition, Reading Achievement, English Language Learners
Hayes, Brandalyn; Ashley, Mandi; Salter, Derrick – ProQuest LLC, 2013
The overall purpose of this study was to provide school districts within Tennessee with more research about how weekly hours of inclusion impact student achievement. Specifically, researchers examined which models of inclusion were in use in two school districts in Tennessee, administrators' and teachers' perceptions of inclusion, and whether or…
Descriptors: Inclusion, Academic Achievement, School Districts, Teacher Administrator Relationship
Salter, Derrick; Ashley, Mandi; Hayes, Brandalyn – ProQuest LLC, 2013
The overall purpose of this study was to provide school districts within Tennessee with more research about how weekly hours of inclusion impact student achievement. Specifically, researchers examined which models of inclusion were in use in two school districts in Tennessee, administrators' and teachers' perceptions of inclusion, and whether or…
Descriptors: Inclusion, School Districts, Academic Achievement, Teacher Attitudes
Adderley, Zhivago Trevino – ProQuest LLC, 2013
Despite the billions of dollars spent in the last forty years, America's efforts toward closing the achievement gaps among diverse learners and their receptive counterparts have not been realized. Limitations noted in previous research discussed the need to examine the unique contributions of diverse learner variables as a way of determining their…
Descriptors: Grade 3, Elementary School Students, Outcomes of Education, Academic Achievement
Smith, Erin; McLaughlin, T. F.; Neyman, Jennifer; Rinaldi, Lisa – Journal on Educational Psychology, 2013
This study was designed to examine the effects of tracing and fading prompts to improve the handwriting of two preschoolers both diagnosed as Developmentally Delayed (DD) and one of whom had fine motor goals. The study took place in a self-contained special education public preschool classroom located in the Pacific Northwest. The results showed…
Descriptors: Handwriting, Developmental Delays, Preschool Children, Special Education
Bolt, Sara E. – California School Psychologist, 2005
Considerable variation exists across response-to-intervention (RTI) approaches. There is currently insufficient research on outcomes associated with these different RTI approaches to inform decision-making. However, school psychologists who are asked to work within an RTI model need guidance to select an approach that has a high likelihood of…
Descriptors: Student Needs, Problem Solving, Kindergarten, Reading Difficulties
