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Direct linkKim, Woori; Ok, Min Wook; Yoo, Yongseok – Learning Disabilities Research & Practice, 2018
This study employed group randomized trials to investigate the effects of self- and peer-monitoring on the academic vocabulary and content knowledge of students with learning disabilities and low achieving students in social studies. Fourth grade students were randomly assigned to either treatment or control groups on a class level. Results…
Descriptors: Social Studies, Low Achievement, Learning Disabilities, Grade 4
Banse, Holland W.; Palacios, Natalia A.; Merritt, Eileen G.; Rimm-Kaufman, Sara E. – Journal of Educational Research, 2017
Teachers of elementary mathematics face multiple, convergent demands. These demands include supporting the growing population of English language learners (ELLs) and facilitating mathematical discussions across relevant curricular contexts. The authors used a comparative case study to examine how two teachers attempt to facilitate discussions…
Descriptors: Scaffolding (Teaching Technique), English Language Learners, Comparative Analysis, Case Studies
Download full textSolís, Michael; Scammacca, Nancy; Barth, Amy E.; Roberts, Garrett J. – Learning Disabilities: A Contemporary Journal, 2017
This experimental study examined the effectiveness of a text-based reading and vocabulary intervention with self-regulatory supports for 4th graders with low reading comprehension. Students with standard scores on the Gates MacGinitie Reading Test between 1.0 standard deviation (SD) and 0.5 SD below the normative sample were included (N=44) and…
Descriptors: Teaching Methods, Reading Instruction, Vocabulary Development, Grade 4
