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Zachary G. Johnson; David Houchins; Kris Varjas; Eli Jimenez; Tracy McKinney – Education and Treatment of Children, 2024
Students with high incidence disabilities in the public school system often perform multiple grade levels below their typically developing peers in mathematics achievement. These students exhibit lower levels of on-task behavior that limits their access to effective instruction, thus requiring instructional interventions that personalize learning,…
Descriptors: Mathematics Achievement, Blended Learning, Students with Disabilities, Intervention
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Wanzek, Jeanne; Martinez, Leticia; Fall, Anna-Mária; Roberts, Greg; Stillman, Stephanie; Kent, Shawn C. – Reading & Writing Quarterly, 2018
We examined social studies teachers' use of text and supports for reading text during their instruction as well as how their practices related to students' content acquisition. A total of 37 social studies teachers and their students (n = 572) participated and recorded their instruction during 3 instructional units. We documented the amount of…
Descriptors: Social Studies, Reading Comprehension, Intervention, Time on Task
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Woolley, Michael E.; Strutchens, Marilyn E.; Gilbert, Melissa C.; Martin, W. Gary – Negro Educational Review, 2010
Student self-report data from 933 Black middle school students and standardized mathematics test scores (SAT-10) were used to examine the relationship among student perceptions of teacher expectations and reform instructional practices, aspects of student motivation, and three student mathematics performance outcomes--time spent studying, expected…
Descriptors: Middle School Students, Structural Equation Models, Mathematics Tests, Student Motivation
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Dolezal, Danielle N.; Weber, Kimberly P.; Evavold, Jessica J.; Wylie, Jennifer; McLaughlin, T. F. – Child & Family Behavior Therapy, 2007
The purpose of the present study is to evaluate the use of a reinforcement package with four middle school students who were below grade level in reading. Data were gathered, independently by two observers, for on-task behavior for the number of correct words read for a two-minute timed trial, and for book pre- and posttests. These data were…
Descriptors: Middle School Students, Reading Materials, Corrective Reading, Time on Task
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Veerkamp, Mary Baldwin; Kamps, Debra M.; Cooper, Lori – Education and Treatment of Children, 2007
This study investigated the effects of Classwide Peer Tutoring (CWPT) on the reading skills of urban middle-school students using novels as the curriculum. Teacher-led instruction was compared with CWPT and CWPT plus a lottery contingency for appropriate on-task and tutoring behaviors. Three sixth-grade general education reading classes under the…
Descriptors: Middle School Students, Oral Reading, Reading Achievement, Reading Rate
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Flores, Margaret M.; Kaylor, Maria – Journal of Instructional Psychology, 2007
The current exploratory study investigated the effects of a Direct Instruction program implemented with middle school students identified as at-risk for failure in mathematics. Direct Instruction has typically been implemented with students with disabilities in separate special education settings. However, this study examined the extent to which…
Descriptors: Teacher Guidance, Middle School Students, Grade 7, Disabilities