Publication Date
In 2025 | 0 |
Since 2024 | 1 |
Since 2021 (last 5 years) | 1 |
Since 2016 (last 10 years) | 7 |
Since 2006 (last 20 years) | 13 |
Descriptor
Source
Author
Ahn, Soyeon | 1 |
Allard, Noelle | 1 |
Barzillai, Mirit Tamar | 1 |
Berry, Robert Q. | 1 |
Cho, Seokhee | 1 |
Christina Weiland | 1 |
Codding, Robin S. | 1 |
D'Agostino, Jerome V. | 1 |
Davis, Matthew C. | 1 |
Desai, Sheila | 1 |
Dong, Nianbo | 1 |
More ▼ |
Publication Type
Journal Articles | 10 |
Reports - Research | 10 |
Dissertations/Theses -… | 2 |
Reports - Evaluative | 1 |
Tests/Questionnaires | 1 |
Education Level
Elementary Education | 13 |
Grade 3 | 12 |
Early Childhood Education | 11 |
Primary Education | 11 |
Grade 2 | 6 |
Grade 1 | 4 |
Grade 4 | 3 |
Intermediate Grades | 3 |
Grade 5 | 2 |
Kindergarten | 2 |
Middle Schools | 2 |
More ▼ |
Audience
Location
Alabama | 1 |
Australia | 1 |
Canada | 1 |
Massachusetts (Boston) | 1 |
New Zealand | 1 |
Oregon | 1 |
United Kingdom | 1 |
United Kingdom (Northern… | 1 |
United States | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Meets WWC Standards with or without Reservations | 1 |
Tiffany Wu; Christina Weiland – Society for Research on Educational Effectiveness, 2024
Background/Context: Chronic absenteeism is a serious problem that has been linked to lower academic achievement, diminished socioemotional skills, and an increased likelihood of high school dropout (Allensworth et al., 2021; Gottfried, 2014). As a result, many schools have begun to embrace early warning systems (EWS) as a tool to identify and flag…
Descriptors: Attendance, Early Childhood Education, Intervention, Artificial Intelligence
Codding, Robin S.; VanDerHeyden, Amanda M.; Martin, Ryan J.; Desai, Sheila; Allard, Noelle; Perrault, Leigh – Learning Disabilities Research & Practice, 2016
Treatment dose is an understudied aspect of treatment effectiveness. This study compared the frequency with which a small-group mathematics intervention was delivered weekly (i.e., four times, twice, once) with a control condition while controlling for total duration. 101 at-risk students in grades 2-4 were randomly assigned to a condition…
Descriptors: Drug Therapy, Numbers, Comparative Analysis, At Risk Students
Koenig, Elizabeth A.; Eckert, Tanya L.; Hier, Bridget O. – School Psychology Review, 2016
Although performance feedback interventions successfully lead to improvements in students' performance, research suggests that the combination of feedback and goal setting leads to greater performance than either component alone and that graphing performance in relation to a goal can lead to improvements in academic performance. The goal of the…
Descriptors: Feedback (Response), Goal Orientation, Elementary School Students, Writing Skills
Johnston, Lauren E.; Mercer, Sterett H.; Geres-Smith, Rhonda – Canadian Journal of School Psychology, 2018
The purpose of this preliminary study was to determine whether incorporating vocabulary instruction in individual reading fluency interventions for English Language Learners (ELLs) would improve reading comprehension. Two vocabulary instructional procedures were contrasted with a fluency-building only condition in an alternating-treatments design…
Descriptors: Vocabulary Development, English (Second Language), Second Language Learning, Second Language Instruction
D'Agostino, Jerome V.; Harmey, Sinéad J. – Journal of Education for Students Placed at Risk, 2016
Reading Recovery is one of the most researched literacy programs worldwide. Although there have been at least 4 quantitative reviews of its effectiveness, none have considered all rigorous group-comparison studies from all implementing nations from the late 1970s to 2015. Using a hierarchical linear modeling (HLM) v-known analysis, we examined if…
Descriptors: Meta Analysis, Reading, Reading Programs, Hierarchical Linear Modeling
Reinke, Wendy M.; Herman, Keith C.; Dong, Nianbo – Grantee Submission, 2018
This group randomized controlled trial (RCT) evaluated the efficacy of Incredible Years Teacher Classroom Management Program (IY TCM) on student social behavioral and academic outcomes among a large diverse sample of students within an urban context. Participants included 105 teachers and 1817 students in kindergarten to third grade. Three-level…
Descriptors: Randomized Controlled Trials, Classroom Techniques, Teacher Attitudes, Elementary School Teachers
Powell, Tara; Thompson, Sanna J. – Research on Social Work Practice, 2016
Objective: This article presents the Journey of Hope (JoH), a school-based intervention for children who have experienced a collective trauma such as a natural disaster. Through the use of group work, the JoH focuses on building coping skills and enhancing protective factors to help children recover. Method: This quasi-experimental research…
Descriptors: Quasiexperimental Design, Intervention, Trauma, Natural Disasters
Fedewa, Alicia L.; Ahn, Soyeon; Erwin, Heather; Davis, Matthew C. – School Psychology International, 2015
Existing literature shows promising effects of physical activity on children's cognitive outcomes. This study assessed via a randomized, controlled design whether additional curricular physical activity during the school day resulted in gains for children's fluid intelligence and standardized achievement outcomes. Participants were children…
Descriptors: Physical Activities, Cognitive Development, Intelligence, Child Development
Cho, Seokhee; Yang, Jenny; Mandracchia, Marcella – Journal of Advanced Academics, 2015
The purpose of this study was to examine the effects of Mentoring Mathematical Minds (M3) units on gains in mathematics achievement and English proficiency of mathematically promising English language learners (MPELLs) in the third grade. The M3 program, developed by Gavin et al., was implemented for 1 year with treatment MPELLs (n = 86) but not…
Descriptors: Mathematics Achievement, English Language Learners, Language Proficiency, Grade 3
Ottmar, Erin R.; Rimm-Kaufman, Sara E.; Berry, Robert Q.; Larsen, Ross A. – Elementary School Journal, 2013
This study highlights the connections between two facets of teachers' skills--those supporting teachers' mathematical instructional interactions and those underlying social interactions within the classroom. The impact of the Responsive Classroom (RC) approach and use of RC practices on the use of standards-based mathematics teaching practices was…
Descriptors: Control Groups, Mathematics Instruction, Instructional Effectiveness, Teaching Methods
Barzillai, Mirit Tamar – ProQuest LLC, 2012
Children's evolving understanding of polysemy represents a unique aspect of semantic knowledge that is rarely addressed in reading theory or intervention. The ubiquity of words with multiple meanings in written language, however, underscores its importance for the development of fluent reading and comprehension. Early struggling readers'…
Descriptors: Reading Difficulties, Semantics, Reading Fluency, Reading Comprehension
Flynn, Kylie Shawn – ProQuest LLC, 2012
This study examined students' movement in and out of special education and predictors for later special education placement. The sample ( N = 556) came from a response to intervention (RTI) study, specifically, a cluster-randomized control field trial that undertook the development and study of a hybrid Tier 1 (classroom instruction) and Tier 2…
Descriptors: Special Education, Eligibility, Kindergarten, Grade 1
Woodbridge, Michelle W.; Sumi, W. Carl; Wagner, Mary M.; Javitz, Harold S.; Seeley, John R.; Walker, Hill M.; Small, Jason W.; Golly, Annemieke; Feil, Edward G.; Severson, Herbert H. – School Psychology Review, 2014
First Step to Success (First Step; Walker et al., 1997, 1998) is a secondary-level intervention for students with behavior problems in early elementary school. The purposes of this study were to assess whether effects in student behavior and academics at posttest shown in a recent efficacy trial (Walker et al., 2009) were maintained at follow-up…
Descriptors: Student Behavior, Behavior Problems, Pretests Posttests, Fidelity