Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 2 |
| Since 2017 (last 10 years) | 4 |
| Since 2007 (last 20 years) | 5 |
Descriptor
Source
| Learning Disability Quarterly | 6 |
Author
Publication Type
| Journal Articles | 6 |
| Reports - Research | 5 |
| Reports - Evaluative | 1 |
Education Level
| Elementary Education | 6 |
| Middle Schools | 3 |
| Early Childhood Education | 2 |
| Grade 2 | 2 |
| Grade 3 | 2 |
| Grade 4 | 2 |
| Grade 8 | 2 |
| Intermediate Grades | 2 |
| Junior High Schools | 2 |
| Primary Education | 2 |
| Secondary Education | 2 |
| More ▼ | |
Audience
Location
| California | 1 |
| Texas | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Woodcock Johnson Tests of… | 3 |
| Dynamic Indicators of Basic… | 1 |
| Test of Word Reading… | 1 |
What Works Clearinghouse Rating
| Meets WWC Standards without Reservations | 1 |
| Meets WWC Standards with or without Reservations | 1 |
Peer reviewed
Direct linkStocker, James D., Jr.; Kubina, Richard M., Jr.; Crumpler, Emily R.; Kozloff, Martin; Swanton-Derushia, Erica – Learning Disability Quarterly, 2023
Students with disabilities in upper elementary grades who read well below grade level often require one-to-one intensive intervention. The following study examines the effects of a combined explicit decoding plus frequency building intervention on consonant-vowel-consonant (CVC) word reading fluency. Participants were two third-grade students and…
Descriptors: Students with Disabilities, Decoding (Reading), Reading Instruction, Reading Fluency
Download full textO'Connor, Rollanda E.; Sanchez, Victoria M.; Jones, Brian; Suchilt, Luisana; Youkhanna, Valencia; Beach, Kristen D. – Learning Disability Quarterly, 2022
Few studies have considered academic vocabulary interventions for students who have learning disabilities (LD) and also are English learners (EL). This research explored the effects of the third year of the Creating Habits that Accelerate Academic Language of Students (CHAAOS) vocabulary intervention for eighth-grade students who received English…
Descriptors: Students with Disabilities, Learning Disabilities, English Language Learners, Vocabulary Development
Denton, Carolyn A.; Montroy, Janelle J.; Zucker, Tricia A.; Cannon, Grace – Learning Disability Quarterly, 2021
The purpose of this feasibility study was to inform the development of an intervention to support reading and self-regulation for students with significant reading difficulties and disabilities (RDs), including dyslexia. Participants were 21 special educators, dyslexia specialists, and reading interventionists and 48 students in Grades 2 to 4.…
Descriptors: Intervention, Program Development, Reading Skills, Self Management
O'Connor, Rollanda E.; Beach, Kristen D.; Sanchez, Victoria; Bocian, Kathleen M.; Roberts, Sarana; Chan, Olivia – Learning Disability Quarterly, 2017
Helping struggling readers to learn history content in middle school can be difficult due to heavy reading demands. In this study, researchers taught poor readers with and without disabilities in eighth grade to generate main idea statements; create, compare, and contrast paragraphs; and identify cause and effect relations, along with relevant…
Descriptors: Reading Difficulties, Middle School Students, Grade 8, Disabilities
Manset-Williamson, Genevieve; Nelson, Jason M. – Learning Disability Quarterly, 2005
This study compared the use of two supplemental balanced and strategic reading interventions that targeted the decoding, fluency, and reading comprehension of upper-elementary and middle school students with reading disabilities (RD). All students had significant delays in decoding, fluency, comprehension, and language processing. Two comparable,…
Descriptors: Phonemic Awareness, Middle School Students, Teaching Methods, Language Processing
Linan-Thompson, Sylvia; Cirino, Paul T.; Vaughn, Sharon – Learning Disability Quarterly, 2007
Using an extant database, we examined three grade 1 criteria for identifying response to intervention (RTI) in English language learners (ELLs): (a) set benchmark criteria with a standard score above 95 (37th %ile) on both decoding and comprehension measures and a raw score of 40 or more correct words per minute (CWPM) on oral reading fluency; (b)…
Descriptors: Intervention, Reading Fluency, Second Language Learning, Criteria
