NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Location
California1
Laws, Policies, & Programs
What Works Clearinghouse Rating
Showing all 9 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Chow, Jason C.; Frey, Jennifer R.; Naples, Lauren H. – Assessment for Effective Intervention, 2021
We investigated the associations between teacher-rated and direct assessments of early elementary students' speech and language skills to explore whether using teachers as primary screeners yielded assessment data that reliably identified young students with language difficulties who many need a more comprehensive evaluation. We assessed first-…
Descriptors: Correlation, Teacher Attitudes, Elementary School Students, Speech Communication
Peer reviewed Peer reviewed
Direct linkDirect link
Santi, Kristi L.; Khalaf, Shiva; Bunta, Ferenc; Rojas, Raúl; Francis, David J. – New Directions for Child and Adolescent Development, 2019
This article examines the validity of IQ-achievement discrepancy and low achievement as criteria for the identification of disabilities in Spanish-speaking English-language learners (ELs) and the factors that moderate the validity of these approaches as bases for identification. While there has been a long history of examining the validity of…
Descriptors: Intelligence Quotient, Spanish Speaking, English Language Learners, Identification
Peer reviewed Peer reviewed
Direct linkDirect link
Chai, Zhen; Vail, Cynthia O.; Ayres, Kevin M. – Journal of Special Education, 2015
This investigation evaluated the effects of using an iPad application to teach young children with developmental delays to receptively identify initial phonemes through 0- to 5-s constant time delay procedures in the context of a multiple-probe design across three sets of behaviors and replicated across three students. The dependent variable was…
Descriptors: Young Children, Disabilities, Courseware, Investigations
Peer reviewed Peer reviewed
Direct linkDirect link
Cuenca-Carlino, Yojanna; Gozur, Marielena; Jozwik, Sara; Krissinger, Emma – Reading & Writing Quarterly, 2018
Nine 2nd- and 3rd-grade English learners with and without disabilities received instruction on opinion essays using the self-regulated strategy development (SRSD) model of instruction. A special education teacher/researcher implemented the intervention with high fidelity 5 days a week for 25 min per session. We used a single-subject multiple-probe…
Descriptors: English Language Learners, Metacognition, Essays, Writing Strategies
Costa, Lara-Jeane C.; Hooper, Stephen R.; McBee, Matthew; Anderson, Kathleen L.; Yerby, Donna Carlson – Grantee Submission, 2012
This study examined gains in written language as assessed by targeted curriculum-based measures (CBMs), and explored how these gains were affected by moderator variables of specific cognitive functions and student subgroups. The sample included 68 second grade students who were at risk for writing disabilities. Handwritten compositions were…
Descriptors: Grade 2, At Risk Students, Writing Difficulties, Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Orosco, Michael J.; Swanson, H. Lee; O'Connor, Rollanda; Lussier, Cathy – Journal of Special Education, 2013
English language learners (ELLs) struggle with solving word problems for a number of reasons beyond math procedures or calculation challenges. As a result, ELLs may not only need math support but also reading and linguistic support. The purpose of this study was to assess the effectiveness of a math comprehension strategy called Dynamic Strategic…
Descriptors: English Language Learners, Mathematics Instruction, Comprehension, Teaching Methods
Common Core State Standards Initiative, 2011
For over a decade, research studies of mathematics education in high-performing countries have pointed to the conclusion that the mathematics curriculum in the United States must become substantially more focused and coherent in order to improve mathematics achievement in this country. To deliver on the promise of common standards, the standards…
Descriptors: Mathematics Curriculum, Mathematics Education, State Standards, Mathematics Achievement
Peer reviewed Peer reviewed
Direct linkDirect link
Costa, Lara-Jeane C.; Hooper, Stephen R.; McBee, Matthew; Anderson, Kathleen L.; Yerby, Donna Carlson – Exceptionality, 2012
This study examined gains in written language as assessed by targeted curriculum-based measures (CBMs), and explored how these gains were affected by moderator variables of specific cognitive functions and student subgroups. The sample included 68 second grade students who were at risk for writing disabilities. Handwritten compositions were…
Descriptors: At Risk Students, Written Language, Curriculum Based Assessment, Writing Evaluation
Peer reviewed Peer reviewed
Direct linkDirect link
Nelson, Nickola Wolf; Van Meter, Adelia M. – Topics in Language Disorders, 2006
This article describes how partnerships among general and special education teachers and speech-language pathologists operate within a writing lab approach to enhance curriculum-based language instruction and intervention for students with and without disabilities. Areas discussed include (a) gaining invitations into the classroom, (b)…
Descriptors: Intervention, Speech Language Pathology, Special Education Teachers, Disabilities