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Pei Zhu; Emma Alterman; Nicholas Commins; Peyton Nash – Society for Research on Educational Effectiveness, 2023
Background/Context: In the early elementary grades, many students do not achieve literacy proficiency due to inadequate personalized literacy instruction (Taylor et al., 2010). Despite increasing evidence that differentiated instruction informed by assessments of students' reading abilities can improve learning more effectively than…
Descriptors: Faculty Development, Small Group Instruction, Individualized Instruction, Literacy
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Shayne B. Piasta; Zhiling Shea; Alida K. Hudson; Ye Shen; Jessica A. R. Logan; Cynthia M. Zettler-Greeley; Kandia Lewis – Infant and Child Development, 2025
A growing number of early childhood interventions are intended to be used by classroom teachers to support children's emergent literacy development, yet we know little about for whom such interventions might be effective. In this study, we examined whether children's initial emergent literacy skills (alphabet knowledge, phonological awareness,…
Descriptors: Emergent Literacy, Intervention, Alphabets, Phonological Awareness
Korba, Jarrah; Hemmeter, Mary Louise; Golden, Adrienne K.; Nuhring, Kate – Journal of Early Intervention, 2022
A multiple probe design across participants was used to evaluate the effectiveness of progressive time delay (PTD) during small group instruction to teach social problem-solving to preschoolers and to assess generalization to novel contexts. PTD was used to teach children to both name and use a variety of problem-solving solutions. Target…
Descriptors: Program Effectiveness, Preschool Children, Problem Solving, Small Group Instruction
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Coyne, Michael D.; McCoach, D. Betsy; Loftus-Rattan, Susan M.; Baker, Doris L.; Ware, Sharon M. – Topics in Language Disorders, 2022
We evaluated the long-term effects of a supplemental, small-group kindergarten vocabulary intervention in fall and spring of first grade and winter of second grade. Participants included students from two studies, an initial efficacy study and a subsequent replication study, identified as at risk for language and learning difficulties, who were…
Descriptors: Kindergarten, Vocabulary Development, Grade 1, Grade 2
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Fatemeh Momeni; Monica Bhatt; Jonathan Guryan – Society for Research on Educational Effectiveness, 2024
Literacy skills are instrumental to unlocking a child's full potential and have a well-established link to long-term life outcomes. Children who can't read at grade level by 3rd grade are four times more likely to drop out of school, have fewer career prospects, and earn lower incomes as adults. However, despite some progress on literacy rates,…
Descriptors: Adolescents, Grade 9, Reading Skills, Small Group Instruction
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Ho, Leslie C.; Bierman, Karen L.; Jacobson, Linda N.; Welsh, Janet A.; Hall, Cristin M.; Lee, David L. – Psychology in the Schools, 2023
Small group social skills training (SST) is recommended to improve the social behavior and peer relations of rejected children, but child responses vary. This study explored variation in intervention experiences that emerged in a large study of a school-based SST program for peer-rejected children and associations with program outcomes. One…
Descriptors: Elementary School Students, Rejection (Psychology), Peer Relationship, Peer Acceptance
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Cynthia S. Puranik; Anthony Koutsoftas – Language, Speech, and Hearing Services in Schools, 2024
Purpose: Although children with language-based learning disabilities (LLD) demonstrate significant difficulties with writing, empirical evidence to support interventions is sparse. Therefore, the purpose of this pilot study was to examine the feasibility and promise of a writing intervention for fourth- and fifth-grade students with LLD (WILLD:…
Descriptors: Students with Disabilities, Learning Disabilities, Elementary School Students, Language Impairments
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Wang, Jiayi; Begeny, John C.; Durling, Jesslyn M.; Newson, Natasha K. – Psychology in the Schools, 2023
Intervention fidelity is crucial in ensuring efficient and quality support for students in need. Some coaching strategies have evidenced positive impacts on intervention fidelity and virtual coaching has been emerging in recent years, especially during the COVID-19 pandemic. However, current literature is still limited in examining the effects of…
Descriptors: Coaching (Performance), Computer Mediated Communication, Intervention, Fidelity
Long, Holly M. – ProQuest LLC, 2023
This dissertation presents three studies exploring mathematics interventions for students with autism spectrum disorder (ASD) including a review of literature and two intervention studies using manipulative based interventions. Specifically, the researcher conducted a systematic review of literature exploring the current state of the literature on…
Descriptors: Autism Spectrum Disorders, Mathematics Instruction, Intervention, Students with Disabilities
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Gabler, Laura; Ufer, Stefan – ZDM: Mathematics Education, 2021
The influence of language and situation structure on the difficulty of word problems has been investigated intensively in the field of mathematics education. However, instructional approaches to overcoming students' difficulties are still not widely available. This paper describes an intervention to develop second graders' skills in handling…
Descriptors: Mathematics Instruction, Elementary School Mathematics, Grade 2, Mathematics Skills
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Hulya Ermis-Demirtas; Nicole Rizzo – Professional School Counseling, 2024
Upper elementary students in a Title I rural school participated in an expressive arts-based resiliency small-group intervention entitled Resilient Warriors (RWs). This mixed-methods study revealed positive changes in participating students based on teacher ratings on the Strengths and Difficulties Questionnaire. We also found four qualitative…
Descriptors: Art Education, Resilience (Psychology), Intervention, Small Group Instruction
Schechter, Rachel L.; Lynch, Alicia D. – Online Submission, 2022
LXD Research analyzed data from 462 students in first grade who were Below or Well Below Benchmark at the beginning of the year and participated in using the Phonics Lesson Library and the Phonics Chip Kit as an intervention in CA for the 2021-2022 school year. The product is a Tier 2 or Tier 3 phonics intervention using lessons and manipulatives…
Descriptors: Grade 1, Elementary School Students, Phonics, Intervention
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Roberts, Garrett J.; Cote, Brooke; Mehmedovic, Senaida; Lerner, Jessica; McCreadie, Kayla; Strain, Phil – Journal of Behavioral Education, 2023
Students with co-occurring reading difficulties and inattention tend to respond to reading interventions less favorably than those with reading difficulties without inattention. However, there is limited research on how to increase student engagement during reading instruction for these students. To support the engagement of students with…
Descriptors: Positive Behavior Supports, Reading Difficulties, Intervention, Attention Deficit Hyperactivity Disorder
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Hamidzada, Homaira; Sinha, Sarthak; Roberts, Maggie; Dalili, Shadi – Canadian Journal for the Scholarship of Teaching and Learning, 2023
Undergraduate organic chemistry courses have a reputation for being difficult among students in biological and physical sciences programs. Due to the extensive problem-solving, visualization, and depiction of chemical structures/reactions required, students may perceive learning such content as similar to learning a new language. Several…
Descriptors: Foreign Countries, Undergraduate Study, College Science, Organic Chemistry
Jiayi Wang – ProQuest LLC, 2021
Intervention fidelity is crucial in ensuring efficient and quality support for students in need. Several coaching strategies have evidenced positive impacts on intervention fidelity and virtual approaches of coaching have been developing rapidly, especially during the pandemic. However, current literature is still limited in examining the effects…
Descriptors: COVID-19, Pandemics, Coaching (Performance), Program Effectiveness
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