Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 3 |
Descriptor
| Curriculum Based Assessment | 3 |
| Elementary School Students | 3 |
| Intervention | 3 |
| Grade 2 | 2 |
| Statistical Analysis | 2 |
| Teaching Methods | 2 |
| Achievement Tests | 1 |
| Age Differences | 1 |
| At Risk Students | 1 |
| Autism | 1 |
| Cognitive Ability | 1 |
| More ▼ | |
Source
| Exceptionality | 3 |
Author
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
Education Level
| Elementary Education | 3 |
| Grade 2 | 2 |
| Early Childhood Education | 1 |
| Grade 1 | 1 |
| Primary Education | 1 |
Audience
Location
| Pennsylvania | 1 |
| Tennessee | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkKing, Seth A.; Lemons, Christopher J.; Davidson, Kimberly A.; Fulmer, Deborah; Mrachko, Alicia A. – Exceptionality, 2022
Research focused on identifying effective interventions for individuals with Down syndrome is increasingly informed by the behavioral phenotype -- a profile of performance associated with a genetic abnormality. Recent studies substantiate the efficacy of phenotypically aligned instruction in improving basic reading skills for children with Down…
Descriptors: Down Syndrome, Students with Disabilities, Reading Programs, Reading Instruction
Flores, Margaret M.; Ganz, Jennifer B. – Exceptionality, 2014
There is limited research demonstrating direct instruction (DI) as an effective language intervention for students with autism spectrum disorders (ASD) and developmental disabilities (DD). Existing research has shown that instruction using partial implementation of DI programs resulted in student learning (Ganz, 2007) and instruction using whole…
Descriptors: Direct Instruction, Teaching Methods, Intervention, Language Skills
Costa, Lara-Jeane C.; Hooper, Stephen R.; McBee, Matthew; Anderson, Kathleen L.; Yerby, Donna Carlson – Exceptionality, 2012
This study examined gains in written language as assessed by targeted curriculum-based measures (CBMs), and explored how these gains were affected by moderator variables of specific cognitive functions and student subgroups. The sample included 68 second grade students who were at risk for writing disabilities. Handwritten compositions were…
Descriptors: At Risk Students, Written Language, Curriculum Based Assessment, Writing Evaluation
