This study investigated the dependability of reading comprehension scores across different text genres and response formats for readers with varied language knowledge. Participants included 78 fourth-graders in an urban elementary school. A randomized and counterbalanced 3 × 2 study design investigated three response formats (open-ended,…

The effects of preteaching key words on accuracy and fluency in connected text were examined with three fifth-grade participants identified with learning disability and reading two grade levels below their same age peers. Researchers incorporated a multiple baseline design (i.e., Baseline and Wordlist Intervention) and found that preteaching…

Students with disabilities trail behind their peers without disabilities while in school, as well as in post-secondary outcome areas. Given that self-determination and enhanced academic skills are associated with improved post-school outcomes, one possible solution is to identify interventions that teach self-determination and academic skills…

Strategic and Interactive Writing Instruction (SIWI) has led to improved writing and language outcomes among deaf and hard of hearing (DHH) middle grades students. The purpose of this study was to examine the effects of SIWI on the written expression of DHH elementary students across recount/personal narrative, information report, and persuasive…

TeenACE for Science (TAS) is a writing intervention that combines components of Multimedia Technology, Universal Design for Learning (UDL), and Self-Regulated Strategy Development (SRSD) to help students develop expository writing skills in science. This developmental study examined the effect of the TAS intervention with two groups of culturally…