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Qian, X. – Journal of Intellectual Disability Research, 2018
Background: This study aimed to examine whether verbal responsiveness in special education teachers varied among subgroups of children with autism spectrum disorder (n = 112) who differed in cognitive and language abilities. Methods: Participants were divided into clusters using cluster analysis based on standardised cognitive and language tests…
Descriptors: Special Education Teachers, Verbal Communication, Children, Autism
Taylor, Matthew S.; Vasquez, Eleazar; Donehower, Claire – Journal of Special Education Technology, 2017
Students of all ages and abilities must be given the opportunity to learn academic skills that can shape future opportunities and careers. Researchers in the mid-1970s and 1980s began teaching young students the processes of computer programming using basic coding skills and limited technology. As technology became more personalized and easily…
Descriptors: Programming, Down Syndrome, Elementary School Students, Case Studies
Fowler, Floyd J.; Lloyd, Stephanie J.; Cosenza, Carol A.; Wilson, Ira B. – Field Methods, 2016
Cognitive testing has become routine for well-designed surveys. However, the protocols for cognitive testing vary widely, and observers have been concerned that analysis of the results is not systematic, that results are not replicable, and that the bases for conclusions are not transparent. To address some of those concerns, in this study the…
Descriptors: Coding, Interviews, Intelligence Tests, Audio Equipment
Beavers, Elizabeth; Orange, Amy; Kirkwood, Donna – Journal of Early Childhood Teacher Education, 2017
This article describes a research study in which 10 early childhood education students participated in facilitated critical reflection experiences during a 7-week practicum. Students' critical thinking skills were quantitatively assessed using the Cornell Critical Thinking Test and qualitatively documented through analysis of daily, weekly, and…
Descriptors: Critical Thinking, Reflection, Early Childhood Education, College Students
Kent, Shawn C.; Wanzek, Jeanne; Al Otaiba, Stephanie – Reading & Writing Quarterly, 2017
The present study examined the amount, type, and quality of Tier 1 and supplemental reading instruction provided to 4th-grade struggling readers and whether specific elements of instruction predicted growth in reading skills. In all, 110 students identified as having reading difficulty who were receiving school-based reading instruction in 22…
Descriptors: Reading Difficulties, Grade 4, Elementary School Students, Reading Instruction
Kulesz, Paulina A.; Francis, David J.; Barnes, Marcia A.; Fletcher, Jack M. – Journal of Educational Psychology, 2016
Component skills and discourse frameworks of reading have identified characteristics of readers and texts that influence comprehension. However, these 2 frameworks have not previously been integrated in a comprehensive and systematic way to explain performance on any standardized assessment of reading comprehension that is in widespread use across…
Descriptors: Reading Comprehension, Reading Tests, Middle School Students, High School Students
Calderón-Tena, Carlos O. – Educational Psychology in Practice, 2016
This study investigated the role of broad cognitive processes in the development of mathematics skills among children and adolescents. Four hundred and forty-seven students (age mean [M] = 10.23 years, 73% boys and 27% girls) from an elementary school district in the US southwest participated. Structural equation modelling tests indicated that…
Descriptors: Mathematics Education, Mathematics Skills, Cognitive Processes, Elementary School Students
Perfect, Timothy J.; Stark, Louisa-Jayne; Tree, Jeremy J.; Moulin, Christopher J. A.; Ahmed, Lubna; Hutter, Russell – Journal of Memory and Language, 2004
Retrieval-induced forgetting is the failure to recall a previously studied word following repeated retrieval of a related item. It has been argued that this is due to retrieval competition between practiced and unpracticed items, which results in inhibition of the non-recalled item, detectable with an independent cue at final test. Three…
Descriptors: Cues, Recall (Psychology), Coding, Inhibition