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Owen Van Horne, Amanda J.; Curran, Maura; Cook, Susan Wagner; Cole, Renée; McGregor, Karla K. – International Journal of Language & Communication Disorders, 2023
Background: The language of the science curriculum is complex, even in the early grades. To communicate their scientific observations, children must produce complex syntax, particularly complement clauses (e.g., "I think it will float;" "We noticed that it vibrates"). Complex syntax is often challenging for children with…
Descriptors: Reading Instruction, Randomized Controlled Trials, Developmental Disabilities, Language Impairments
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Koutsouris, George; Norwich, Brahm; Bessudnov, Alexey – Educational Review, 2021
Almost 20% of English pupils still experience difficulties with reading despite the use of a predominantly phonics-based approach that works well for most children, but not for all; therefore, other approaches need to be explored. The Integrated Group Reading (IGR) programme involves an inclusive approach to targeted teaching led by class teachers…
Descriptors: Reading Difficulties, Randomized Controlled Trials, Teaching Methods, Reading Instruction
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Valle-Lisboa, Juan; Cabana, Álvaro; Eisinger, Robert; Mailhos, Álvaro; Luzardo, Mario; Halberda, Justin; Maiche, Alejandro – Prospects: Quarterly Review of Comparative Education, 2016
In unequal societies the effectiveness of formal education depends on the socioeconomic status (SES) of students. Studies have shown that poverty affects the development of the brain in ways that might compromise future learning, thus increasing the differences between groups with different SES. Interest is growing in the development of tools that…
Descriptors: Cognitive Ability, Intervention, Mathematics Skills, Schemata (Cognition)