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Emma Shanahan; Seohyeon Choi; Jechun An; Bess Casey-Wilke; Seyma Birinci; Caroline Roberts; Emily Reno – Journal of Learning Disabilities, 2025
Although data-based individualization (DBI) has positive effects on learning outcomes for students with learning difficulties, this framework can be difficult for teachers to implement due to its complexity and contextual barriers. The first aim of this synthesis was to investigate the effects of ongoing professional development (PD) support for…
Descriptors: Data Use, Individualized Instruction, Learning Problems, Students with Disabilities
Peters, Martin T.; Förster, Natalie; Hebbecker, Karin; Forthmann, Boris; Souvignier, Elmar – Journal of Learning Disabilities, 2021
In most general education classrooms in Germany, students with and without special educational needs are taught together. To support teachers in adapting instruction to these heterogeneous classrooms, we have developed learning progress assessment (LPA) and reading instructional materials, the "Reading Sportsman" (RS), in line with the…
Descriptors: Data Use, Decision Making, Reading Fluency, Reading Comprehension
Oslund, Eric L.; Elleman, Amy M.; Wallace, Kelli – Journal of Learning Disabilities, 2021
In tiered instructional systems (Response to Intervention [RTI]/Multitier System of Supports [MTSS]) that rely on ongoing assessment of students at risk of experiencing academic difficulties, the ability to make informed decisions using student data is critical for student learning. Prior research has demonstrated that, on average, teachers have…
Descriptors: Data Use, Decision Making, Data Interpretation, Professional Development
Cho, Eunsoo; Capin, Philip; Roberts, Greg; Vaughn, Sharon – Journal of Learning Disabilities, 2018
Within multitiered instructional delivery models, progress monitoring is a key mechanism for determining whether a child demonstrates an adequate response to instruction. One measure commonly used to monitor the reading progress of students is oral reading fluency (ORF). This study examined the extent to which ORF slope predicts reading…
Descriptors: Predictive Validity, Oral Reading, Reading Fluency, Elementary School Students
Reddy, Linda A.; Lekwa, Adam; Shernoff, Elisa – Journal of Learning Disabilities, 2021
Research that examines coaching approaches for special education teachers is very limited. This study, a secondary analysis of a wait-list controlled, randomized trial (106 teachers, 2,195 students, 18 schools), investigated the effects of a data-driven coaching that integrated observational assessment and performance feedback on general education…
Descriptors: Coaching (Performance), Teacher Competencies, Special Education Teachers, Elementary School Teachers
van den Bosch, Roxette M.; Espin, Christine A.; Pat-El, Ron J.; Saab, Nadira – Journal of Learning Disabilities, 2019
The authors examined three instructional approaches for improving teachers' curriculum-based measurement (CBM) graph comprehension, each differing in the extent to which reading the data, interpreting the data, and linking the data to instruction were emphasized. Participants were 164 elementary school teachers who were randomly assigned to one of…
Descriptors: Teacher Improvement, Comprehension, Curriculum Based Assessment, Progress Monitoring
Clemens, Nathan H.; Shapiro, Edward S.; Wu, Jiun-Yu; Taylor, Aaron B.; Caskie, Grace L. – Journal of Learning Disabilities, 2014
This study compared the validity of progress monitoring slope of nonsense word fluency (NWF) and word identification fluency (WIF) with early first-grade readers. Students ("N" = 80) considered to be at risk for reading difficulty were monitored with NWF and WIF on a 1-2 week basis across 11 weeks. Reading skills at the end of first…
Descriptors: Progress Monitoring, Grade 1, Elementary School Students, Emergent Literacy