Publication Date
| In 2025 | 0 |
| Since 2024 | 1 |
| Since 2021 (last 5 years) | 4 |
| Since 2016 (last 10 years) | 6 |
| Since 2006 (last 20 years) | 6 |
Descriptor
Source
| Exceptional Children | 2 |
| Grantee Submission | 2 |
| Child Language Teaching and… | 1 |
| International Journal of… | 1 |
Author
| Atwater, Jane | 2 |
| Carta, Judith J. | 2 |
| Fleury, Veronica P. | 2 |
| Greenwood, Charles R. | 2 |
| Irvin, Dwight W. | 2 |
| Jia, Fan | 2 |
| Schnitz, Alana G. | 2 |
| Anna-Kaisa Tolonen | 1 |
| Calder, Samuel David | 1 |
| Carol-Anne Murphy | 1 |
| David Saldana | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 6 |
| Reports - Research | 6 |
| Information Analyses | 1 |
Education Level
| Early Childhood Education | 6 |
| Preschool Education | 6 |
| Elementary Education | 1 |
| Elementary Secondary Education | 1 |
| Grade 1 | 1 |
| Primary Education | 1 |
Audience
Location
| Australia | 2 |
| Florida | 2 |
| Brazil | 1 |
| Canada | 1 |
| Finland | 1 |
| Germany | 1 |
| Portugal | 1 |
| Turkey | 1 |
| United Kingdom | 1 |
| United States | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Clinical Evaluation of… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkSari Kunnari; Susana Sanduvete-Chaves; Salvador Chacon-Moscoso; Dina Caetano Alves; Martina Ozbic; Kakia Petinou; Anna-Kaisa Tolonen; Krisztina Zajdó; Pauline Frizelle; Carol-Anne Murphy; David Saldana; Marja Laasonen – International Journal of Language & Communication Disorders, 2024
Background: Phonological difficulties are prevalent in children with speech and/or language disorders and may hamper their later language outcomes and academic achievements. These children often form a significant proportion of speech and language therapists' caseloads. There is a shortage of information on evidence-based interventions for…
Descriptors: Grouping (Instructional Purposes), Expressive Language, Language Impairments, Speech Impairments
Download full textFleury, Veronica P.; Towson, Jacqueline A. – Exceptional Children, 2021
Project START (Students and Teachers Actively Reading Together) is an adaptive shared reading intervention designed to address the varied learning needs of preschool children with autism spectrum disorder (ASD). This report summarizes procedures and results of the developmental year of the project, which focused primarily on evaluating…
Descriptors: Autism, Pervasive Developmental Disorders, Students with Disabilities, Reading Strategies
Fleury, Veronica P.; Towson, Jacqueline – Grantee Submission, 2021
Project START (Students and Teachers Actively Reading Together) is an adaptive shared reading intervention designed to address the varied learning needs of preschool children with autism spectrum disorder (ASD). This report summarizes procedures and results of the developmental year of the project, which focused primarily on evaluating…
Descriptors: Autism, Pervasive Developmental Disorders, Students with Disabilities, Reading Strategies
Greenwood, Charles R.; Carta, Judith J.; Schnitz, Alana G.; Irvin, Dwight W.; Jia, Fan; Atwater, Jane – Exceptional Children, 2019
A tenet of multitiered systems of support and response to intervention (MTSS-RTI) is that lack of response to instructional intervention is explained by classroom experiences and behaviors given opportunities to learn. We investigated the potential of filling this information gap in MTSS-RTI decision making using ecobehavioral observation to…
Descriptors: Response to Intervention, Decision Making, Access to Information, Preschool Children
Greenwood, Charles R.; Carta, Judith J.; Schnitz, Alana G.; Irvin, Dwight W.; Jia, Fan; Atwater, Jane – Grantee Submission, 2019
A tenet of multitiered systems of support and response to intervention (MTSS/RTI) is that lack of response to instructional intervention is explained by classroom experiences and behaviors given opportunities to learn. We investigated the potential of filling this information gap in MTSS/RTI decision making using ecobehavioral observation to…
Descriptors: Response to Intervention, Decision Making, Access to Information, Preschool Children
Taylor, Anna Louise; Calder, Samuel David; Pogorzelski, Simmone; Koch, Lauren – Child Language Teaching and Therapy, 2021
Children with Developmental Language Disorder (DLD) commonly present with oral language weaknesses which disrupt the development of literacy and impede related academic progress. While there is evidence to support the delivery of manualised Tier 2 interventions with this population, little is known about the effects of Tier 1 interventions. A…
Descriptors: Developmental Delays, Language Impairments, Oral Language, Intervention
