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Direct linkJaciw, Andrew P.; Zacamy, Jenna; D'Apice, Hannah; Lin, Li; Kwong, Connie; Schellinger, Adam M. – Empirical Education Inc., 2019
Empirical Education Inc. is the independent evaluator of SRI International's 2014 Investing in Innovation (i3) Development grant called Redesigning Secondary Courses to Improve Academic Outcomes for Adolescents with Disabilities and Other Underperforming Adolescents. The goal of the grant is to develop "Enhanced Units" that combine…
Descriptors: Educational Innovation, Adolescents, Students with Disabilities, Underachievement
Peer reviewed
Download full textWilcox, M. Jeanne; Gray, Shelley; Reiser, Mark – Grantee Submission, 2019
Problem/Purpose: Young children with developmental speech and/or language impairment (DSLI) often fail to develop important oral language and early literacy skills that are foundational for subsequent schooling and reading success. The purpose of this investigation was to examine the efficacy of the TELL curriculum and associated evidence-based…
Descriptors: Preschool Children, Speech Impairments, Language Impairments, Language Skills
Powell, Sarah R.; Driver, Melissa K. – Learning Disability Quarterly, 2015
Researchers and practitioners indicate students require explicit instruction on mathematics vocabulary terms, yet no study has examined the effects of an embedded vocabulary component within mathematics tutoring for early elementary students. First-grade students with mathematics difficulty (MD; n = 98) were randomly assigned to addition tutoring…
Descriptors: Mathematics Instruction, Vocabulary, Tutoring, Elementary School Students
Hank Fien; Christian T. Doabler; Nancy J. Nelson; Derek B. Kosty; Ben Clarke; Scott K. Baker – Grantee Submission, 2016
The purpose of this study was to test the promise of the NumberShire Level 1 Gaming Intervention (NS1) to accelerate math learning for first-grade students with or at risk for math difficulties. The NS1 intervention was developed through the Institute of Education Sciences, Small Business Innovation Research Program (Gause, Fien, Baker, &…
Descriptors: Mathematics Instruction, Grade 1, Elementary School Students, At Risk Students
Baker, Doris Luft; Burns, Darci; Kame'enui, Edward J.; Smolkowski, Keith; Baker, Scott King – Grantee Submission, 2015
This study examines the effect of 30 min of small group explicit instruction on reading outcomes for first-grade Spanish-speaking English learners (ELs) at risk of reading difficulties. Participants were 78 ELs from seven schools who were receiving Spanish only, or Spanish and English, whole group reading instruction in first grade. Students were…
Descriptors: Small Group Instruction, Reading Instruction, Grade 1, Elementary School Students
Bottge, Brian A.; Ma, Xin; Gassaway, Linda; Toland, Michael D.; Butler, Mark; Cho, Sun-Joo – Exceptional Children, 2014
A pretest-posttest cluster-randomized trial involving 31 middle schools and 335 students with disabilities tested the effects of combining explicit and anchored instruction on fraction computation and problem solving. Results of standardized and researcher-developed tests showed that students who were taught with the blended units outscored…
Descriptors: Teaching Methods, Mathematics Instruction, Disabilities, Computation
Barrow, Lisa; Markman, Lisa; Rouse, Cecilia E. – National Bureau of Economic Research, 2008
We present results from a randomized study of a well-defined use of computers in schools: a popular instructional computer program for pre-algebra and algebra. We assess the program using a test designed to target pre-algebra and algebra skills. Students randomly assigned to computer-aided instruction score 0.17 of a standard deviation higher on…
Descriptors: Educational Benefits, Computer Assisted Instruction, Computer Software, Algebra
Carolyn A. Denton; Caroline Kethley; Kim Nimon; Terri B. Kurz; Patricia G. Mathes; Minyi Shih; Elizabeth A. Swanson – Exceptional Children, 2010
The effectiveness study examined a supplemental reading intervention that may be appropriate as one component of a response-to-intervention (RTI) system. First-grade students in 31 schools who were at risk for reading difficulties were randomly assigned to receive Responsive Reading Instruction (RRI; Denton, 2001; Denton & Hocker, 2006; n =…
Descriptors: Reading Difficulties, Intervention, Early Reading, Reading Instruction
Lovett, Marsha; Meyer, Oded; Thille, Candace – Journal of Interactive Media in Education, 2008
The Open Learning Initiative (OLI) is an open educational resources project at Carnegie Mellon University that began in 2002 with a grant from The William and Flora Hewlett Foundation. OLI creates web-based courses that are designed so that students can learn effectively without an instructor. In addition, the courses are often used by instructors…
Descriptors: Open Education, Cooperative Learning, Program Effectiveness, Acceleration (Education)
Darch, Craig; Eaves, Ronald C.; Crowe, D. Alan; Simmons, Kate; Conniff, Alexandra – Journal of Direct Instruction, 2006
This study compared two instructional methods for teaching spelling to elementary students with learning disabilities (LD). Forty-two elementary students with LD were randomly assigned to one of two instructional groups to teach spelling words: (a) a rule-based strategy group that focused on teaching students spelling rules (based on the…
Descriptors: Teaching Methods, Standardized Tests, Spelling, Learning Disabilities
