Fraction competence is essential for learning algebra and pursuing careers in science, technology, engineering, and mathematics. However, many children have difficulty using fractions, especially those struggling with mathematics. In this study, we examined the effect of a Tier 2 multicomponent fraction intervention for fifth graders, using a…

Students with disabilities in upper elementary grades who read well below grade level often require one-to-one intensive intervention. The following study examines the effects of a combined explicit decoding plus frequency building intervention on consonant-vowel-consonant (CVC) word reading fluency. Participants were two third-grade students and…

Research supports the efficacy of intensive literacy instruction for children with moderate intellectual disabilities and Down syndrome (DS). However, much of the literature features measures closely aligned with evaluated interventions. Despite their increasing role in instruction, curriculum-based measures (CBM) are rarely featured in reading…

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…

Intervention dosage is an often-overlooked aspect of implementation fidelity. Tracking intervention dosage is critical for ensuring students with disabilities were present for and received the intervention for as many minutes as intended. Used in tandem with student performance data, intervention dosage can provide a clearer picture of…

Intervention researchers often use curriculum-based measurement of reading fluency (CBM-R) with a brief experimental analysis (BEA) to identify an effective intervention for individual students. The current study synthesized data from 22 studies that used CBM-R data within a BEA by computing the standard error of measure (SEM) for the median data…

We conducted two separate but related single-case studies using alternating treatment designs to investigate the effects of two single-component reading interventions: question development and anaphoric cueing. In each study, we compared a typical intervention approach (Study 1, question development; Study 2, anaphoric cueing) with an alternate…

This study sought to expand the evidence base for the effectiveness of Spanish literacy interventions by examining the effectiveness of Leamos para Avanzar: Un programa de lectura para niños (Let's Read to Advance: A reading program for children; LPA). Participants included three students (2 females, 1 male) who (a) were classified as English…

This case study examined the effectiveness of three fluency interventions (i.e., repeated reading, audio listening passage preview and teacher modeled listening passage preview) with a fifth grade student struggling with fluency skills. When compared to baseline, each intervention increased oral reading fluency by the end of the 7 weeks of…

The purpose of the present study was to test the efficacy of a modified cognitive strategy instructional intervention originally developed to improve the mathematical problem solving of middle and high school students with learning disabilities (LD). Fifth and sixth grade general education mathematics teachers and their students of varying ability…

As increasing numbers of schools implement Multi-Tiered Systems of Support (MTSS), schools are looking for and implementing evidence-based practices for students whose needs are not fully met by Tier 1 supports. Although there is relative consistency and clarity in what constitutes Tier 1 behavior support within MTSS, Tier 2 supports may be more…

Many early childhood assessment practices involve table top testing that requires young children to behave like an adult (e.g., follow adult directives, attend to task, and answer questions). Research and professional policy standards have identified and mandated alternatives. Authentic assessment is the alternative to conventional testing…

Individuals with High-Functioning Autism Spectrum Disorder (HFA) demonstrate atypical development resulting in significant deficits in the areas of perspective-taking and observational learning. These deficits lead to challenges in social interactions and academic performance. In particular, children with HFA tend to struggle with comprehending…

The purpose of this study was to determine effective reading interventions for primary grade students, utilizing the Response to Intervention (RtI) model. The purpose of RtI is to enhance the quality of education for children, if appropriate levels of academic instruction are present (Hanover Research, 2015). The research questions were posed to…

Dynamic assessment is currently discussed in educational literature as one of the most promising practices in stimulating learning among various groups of students, including gifted and potentially gifted students. The present study investigates effects of dynamic assessment on mathematics achievement among elementary school students, with…