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Download full textRachel Schechter; Laura Janakiefski – Online Submission, 2024
High-quality decodable books enhance literacy by providing children with focused practice opportunities to break down sounds they have learned and apply their decoding skills. Just Right Reader (JRR) hired LXD Research to measure its impact during a pilot study in the Spring of 2024 to determine the effect of their decodable books on literacy…
Descriptors: Grade 2, Urban Schools, Literacy, Reading Improvement
Direct linkMichelle M. Cavazos – ProQuest LLC, 2024
This qualitative study explored teachers' perceptions and experiences regarding the implementation of the social and emotional learning framework, Strong Start, in a Title I elementary school in southeast Texas. The participants include ten elementary school teachers in Pre-Kindergarten through 5th grade. Teachers' levels of experience range from…
Descriptors: Teacher Attitudes, Social Emotional Learning, Federal Programs, Low Income
Olivia Almanza – ProQuest LLC, 2024
The purpose of this qualitative study was to investigate the perception of the principal and teachers regarding what transformational leadership practices meet the needs of EBs in a DLI PK-8th grade campus in South Texas. The research site was selected for having 40% emergent bilingual students. The campus principal has been implementing a…
Descriptors: Principals, Administrator Attitudes, Teacher Attitudes, Transformational Leadership
Peer reviewedDenton, Carolyn A.; Montroy, Janelle J.; Zucker, Tricia A.; Cannon, Grace – Learning Disability Quarterly, 2021
The purpose of this feasibility study was to inform the development of an intervention to support reading and self-regulation for students with significant reading difficulties and disabilities (RDs), including dyslexia. Participants were 21 special educators, dyslexia specialists, and reading interventionists and 48 students in Grades 2 to 4.…
Descriptors: Intervention, Program Development, Reading Skills, Self Management
Denton, Carolyn A.; Montroy, Janelle J.; Zucker, Tricia A.; Cannon, Grace – Grantee Submission, 2020
The purpose of this feasibility study was to inform the development of an intervention to support reading and self-regulation for students with significant reading difficulties and disabilities (RDs), including dyslexia. Participants were 21 special educators, dyslexia specialists, and reading interventionists and 48 students in Grades 2 to 4.…
Descriptors: Intervention, Program Development, Reading Skills, Self Management
Kurki, Anja; Wang, Wei; Li, Yibing; Poduska, Jeanne – Society for Research on Educational Effectiveness, 2013
The Good Behavior Game (GBG) is a classroom-based behavior management strategy aimed at reducing aggressive/disruptive behavior and socializing children into the role of student. GBG, delivered in first and second grades, has been shown to reduce rates of substance abuse and other deleterious outcomes into young adulthood (Brown, C.H. et al 2007,…
Descriptors: Child Behavior, Student Behavior, Behavior Modification, Educational Games
McLaughlin, Margaret J.; Malmgren, Kimber; Nolet, Victor – Educational Policy Reform Research Institute, 2006
Accountability for students with disabilities who receive special education services is now a result of policy requirements in the Individuals with Disabilities Education Improvement Act (IDEA) of 2004 and the No Child Left Behind Act (NCLB) of 2001. Together these pieces of federal legislation require that students participate in statewide…
Descriptors: Federal Legislation, Alternative Assessment, Educational Improvement, Federal Programs
