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Direct linkUrbani, Jacquelyn M. – American Annals of the Deaf, 2019
Deaf and hard of hearing (d/Dhh) children frequently have delayed language; yet limited research exists on interventions to facilitate linguistic development in the classroom (Fung, Chow, & McBride-Chang, 2005). Dialogic reading is an evidence-based practice that has resulted in significantly improved language skills (Towson, Fettig, Fleury,…
Descriptors: Deafness, Hearing Impairments, Language Acquisition, Reading Instruction
Siegle, Del; Puryear, Jeb S.; Estepar-Garcia, William; Callahan, Carolyn M.; Gubbins, E. Jean; McCoach, D. Betsy; Mun, Rachel U.; Amspaugh, Christina M. – AERA Online Paper Repository, 2017
Gifted education programs are diverse with respect to their structure and foci. This diversity is reflective of the field itself. With this large, multi-state study, we surveyed practices employed in elementary schools (N = 1,548). Differences were observed in the implementation mechanics of English and mathematics curriculum. Interrelationships…
Descriptors: Academically Gifted, Elementary Education, Educational Methods, Special Classes
Casserly, Ann Marie; Gildea, Anne – European Journal of Special Needs Education, 2015
This research investigated a special reading class placement for children with dyslexia in the Republic of Ireland. The study compared the literacy attainments of children before and after their reading class placement, and determined in particular children's views regarding the placement. Participants included 16 children with dyslexia who had…
Descriptors: Foreign Countries, Dyslexia, Reading Instruction, Student Placement
