Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Source
| Journal of Learning… | 3 |
Author
| Compton, Donald L. | 1 |
| Denton, Carolyn A. | 1 |
| Fuchs, Douglas | 1 |
| Fuchs, Lynn S. | 1 |
| Kirk P. Vanacore | 1 |
| Lisa B. Hurwitz | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Descriptive | 2 |
| Reports - Research | 1 |
Education Level
| Elementary Education | 3 |
Audience
Location
| Illinois (Chicago) | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Measures of Academic Progress | 1 |
| easyCBM | 1 |
What Works Clearinghouse Rating
| Meets WWC Standards with or without Reservations | 1 |
Peer reviewed
Direct linkLisa B. Hurwitz; Kirk P. Vanacore – Journal of Learning Disabilities, 2023
Experts laud the potential of educational technology (edtech) to promote reading among students with disabilities, but supporting evidence is lacking. This study evaluated the effectiveness of the Lexia® Core5® Reading edtech program (Core5) on the Measures of Academic Progress® (MAP) Growth Reading™ and easyCBM oral reading fluency performance of…
Descriptors: Educational Technology, Elementary School Students, Students with Disabilities, Reading Difficulties
Denton, Carolyn A. – Journal of Learning Disabilities, 2012
The purpose of this article is to describe the current research base and identify research needs related to response to intervention (RTI) frameworks in primary-grade reading. Research is reviewed on early reading instruction and intervention, the implementation of multitiered reading interventions, and the determination of intervention…
Descriptors: Reading Difficulties, Early Reading, Reading Instruction, Limited English Speaking
Fuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L. – Journal of Learning Disabilities, 2012
In this article, the authors consider the power and limitations of responsiveness-to-intervention (RTI) for reducing the need for ongoing and intensive services for the segment of the school population traditionally identified as having a learning disability in mathematics. To assess the robustness of RTI, the authors describe four studies with…
Descriptors: Achievement Gap, Mathematics Curriculum, Learning Disabilities, Mathematics Instruction
