Publication Date
| In 2025 | 0 |
| Since 2024 | 2 |
| Since 2021 (last 5 years) | 18 |
| Since 2016 (last 10 years) | 65 |
| Since 2006 (last 20 years) | 125 |
Descriptor
| Comparative Analysis | 127 |
| Intervention | 127 |
| Standardized Tests | 127 |
| Scores | 55 |
| Elementary School Students | 52 |
| Program Effectiveness | 50 |
| Statistical Analysis | 46 |
| Mathematics Achievement | 39 |
| Pretests Posttests | 39 |
| Experimental Groups | 37 |
| Control Groups | 34 |
| More ▼ | |
Source
Author
| Fien, Hank | 5 |
| Smolkowski, Keith | 4 |
| Clarke, Ben | 3 |
| Doabler, Christian T. | 3 |
| Roberts, Greg | 3 |
| Torgerson, Carole | 3 |
| Vaughn, Sharon | 3 |
| Ahn, Soyeon | 2 |
| Ainsworth, Hannah | 2 |
| Alicia A. Stewart | 2 |
| Arima, Serena | 2 |
| More ▼ | |
Publication Type
Education Level
| Elementary Education | 64 |
| Secondary Education | 37 |
| Middle Schools | 34 |
| Early Childhood Education | 24 |
| Junior High Schools | 22 |
| Primary Education | 21 |
| High Schools | 19 |
| Intermediate Grades | 18 |
| Grade 3 | 13 |
| Grade 5 | 12 |
| Grade 1 | 11 |
| More ▼ | |
Audience
Location
| United Kingdom (England) | 12 |
| Texas | 9 |
| California | 7 |
| Massachusetts (Boston) | 5 |
| Florida | 4 |
| Oregon | 4 |
| Illinois | 3 |
| West Virginia | 3 |
| District of Columbia | 2 |
| Kansas | 2 |
| Massachusetts | 2 |
| More ▼ | |
Laws, Policies, & Programs
| Individuals with Disabilities… | 1 |
| No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
| Meets WWC Standards without Reservations | 4 |
| Meets WWC Standards with or without Reservations | 7 |
| Does not meet standards | 2 |
Peer reviewed
Direct linkL. Smit; H. Knoors; I. Rabeling; L. Verhoeven; C. Vissers – International Journal of Language & Communication Disorders, 2024
Background: This study examines the effect of a Theory of Mind (ToM) intervention on ToM abilities and social-emotional functioning in adolescents with developmental language disorder (DLD) or who are deaf/hard of hearing (D/HH). It emphasizes the importance of self-reflection and measurement for personal growth. The research design incorporates…
Descriptors: Language Impairments, Intervention, Theory of Mind, Social Emotional Learning
Charlotte Z. Mann; Jiaying Wang; Adam Sales; Johann A. Gagnon-Bartsch – Grantee Submission, 2024
The gold-standard for evaluating the effect of an educational intervention on student outcomes is running a randomized controlled trial (RCT). However, RCTs may often be small due to logistical considerations, and resulting treatment effect estimates may lack precision. Recent methods improve experimental precision by incorporating information…
Descriptors: Intervention, Outcomes of Education, Randomized Controlled Trials, Data Use
Gough Kenyon, Sheila M.; Palikara, Olympia; Lucas, Rebecca M. – International Journal of Language & Communication Disorders, 2022
Background: Developmental language disorder (DLD) has clear functional ramifications in the areas of social competency, emotion recognition, emotional well-being and literacy skill, which have been found to persist from childhood to adolescence. These domains are important factors during the transition from primary to secondary school in typical…
Descriptors: Language Impairments, Interpersonal Competence, Self Control, Well Being
Download full textJöbstl, Viktoria; Kargl, Reinhard; Prattes, Anna E.; Beyersmann, Elisabeth; Landerl, Karin – International Electronic Journal of Elementary Education, 2021
Morpheme-based literacy training programs are widely used in German primary schools. This study investigated whether (1) morphological training is effective early in development (Grade 2) and (2) literacy gains can be attributed to advanced morphological processing. Fifty-two German-speaking second-graders participated in an eight-week…
Descriptors: Morphemes, Spelling, Intervention, Morphology (Languages)
The Measurement of Motivation and Self-Concept within the Students' Approaches to Learning Framework
Ropovik, Ivan; Greger, David – Psychology in the Schools, 2023
Motivation and self-concept count among the educationally most relevant factors and the evaluation of many educational interventions requires their valid measurement. The present study examined the psychometric properties of a shortened version of the Students' Approaches to Learning questionnaire measuring 10 distinct motivational and…
Descriptors: Measurement, Learning Motivation, Intervention, Self Concept
Zhanxia Yang; Patricia Moore Shaffer; Courtney Hagan; Parastu Dubash; Marina Bers – Grantee Submission, 2023
The aim of this study was to explore how the Coding as Another Language using ScratchJr (CAL-ScratchJr) curriculum, developed by Boston College's DevTech Research Group utilizing the ScratchJr app, impacted second grade students' computational thinking, coding skills, and reading comprehension. To accomplish this, the research team randomly…
Descriptors: Coding, Programming Languages, Computer Science Education, School Districts
Allen, Abigail A.; Lembke, Erica S. – Learning Disability Quarterly, 2022
The purpose of this study was to investigate the effect of a morphological awareness intervention on the spelling and writing of second-grade (n = 16) and third-grade (n = 10) students at risk for learning disabilities. The intervention was provided for 25 min per session 4 to 5 times per week for 5 weeks. Students were randomly assigned to the…
Descriptors: Morphology (Languages), Metalinguistics, Task Analysis, Intervention
Sampson, Brooke – ProQuest LLC, 2018
The purpose of the study was twofold. The first purpose of the study was to determine if a correlation existed between the Standardized Test for the Assessment of Reading (STAR), created and distributed by Renaissance, and the Tennessee Comprehensive Assessment Program (TCAP) Achievement Test in Math and Reading for grade 3, grade 4, and grade 5.…
Descriptors: Standardized Tests, Reading Tests, Achievement Tests, Mathematics Achievement
Lynn S. Fuchs; Douglas Fuchs; Sonya K. Sterba; Marcia A. Barnes; Pamela M. Seethaler; Paul Changas – Journal of Educational Psychology, 2022
This study's purpose was to investigate effects of 3 intervention approaches for building working memory (WM) and improving word-problem solving (WPS). Children with mathematics difficulties (n = 240; 7.51 years [SD = 0.33]) were randomized to 4 conditions: a control group, general WM training with contiguous math practice, WPS intervention…
Descriptors: Problem Solving, Short Term Memory, Intervention, Mathematics Instruction
Alicia A. Stewart; Sharon Vaughn; Nancy Scammacca; Elizabeth A. Swanson – Remedial and Special Education, 2023
Attention-deficit/hyperactivity disorder (ADHD) is characterized by persistently high levels of inattention, hyperactivity, and/or impulsivity that interfere with functioning. Inattention is significantly related to lower reading outcomes, whereas hyperactivity/impulsivity alone is not. Strategies to Read Information Texts and Vocabulary…
Descriptors: Reading Instruction, Teaching Methods, Attention Deficit Hyperactivity Disorder, Comparative Analysis
Le Roux, Elizabeth W.; Eccles, Renata; Abdoola, Shabnam; Graham, Marien; van der Linde, Jeannie – South African Journal of Childhood Education, 2022
Background: The use of mobile health (mHealth) technology is rapidly expanding in healthcare worldwide. mHealth tools may provide parents with access to resources essential for promoting language development. Aim: The current study aimed to determine how an mHealth parental resource influenced 42 preschool children's (4.0-5.11 months old) language…
Descriptors: Telecommunications, Handheld Devices, Low Income Groups, Early Childhood Education
Lynn S. Fuchs; Douglas Fuchs; Sonya K. Sterba; Marcia A. Barnes; Pamela M. Seethaler; Paul Changas – Grantee Submission, 2022
This study's purpose was to investigate effects of 3 intervention approaches for building working memory (WM) and improving word-problem solving (WPS). Children with mathematics difficulties (n = 240; 7.51 years [SD = 0.33]) were randomized to 4 conditions: a control group, general WM training with contiguous math practice, WPS intervention…
Descriptors: Problem Solving, Short Term Memory, Intervention, Mathematics Instruction
Kestel, Eugénie; Forgasz, Helen – Learning Disabilities Research & Practice, 2018
The effectiveness of an individual, conceptual instruction-based tuition program delivered by personal videoconferencing (PVC), compared to face-to-face (FtF) delivery for 30 upper primary and middle school students with mathematical learning difficulties (MLD), is described in this article. The experimental intervention targeted number sense,…
Descriptors: Tuition, Videoconferencing, Mathematics Instruction, Learning Problems
Improving Orthographic Awareness and Reading Fluency in Chinese Children with Dyslexia: A Case Study
Zhang, Wenxiu; Zhang, Lihuan; Liu, Li; Zhang, Shudong – Reading & Writing Quarterly, 2021
To develop and evaluate a comprehensive intervention combining transcranial direct current stimulation (tDCS) and behavioral training that specifically targets orthographic awareness and reading fluency for in Chinese children with dyslexia, this study selected two Chinese children with different subtypes of dyslexia, i.e., the orthographic…
Descriptors: Reading Fluency, Reading Improvement, Case Studies, Dyslexia
Sumi, W. Carl; Woodbridge, Michelle W.; Wei, Xin; Thornton, S. Patrick; Roundfield, Katrina D. – Grantee Submission, 2021
This study examines differential effects of the Cognitive Behavioral Intervention for Trauma in Schools (CBITS) program on behavioral and academic outcomes of middle school students. Researchers administered screenings to grade 6 students to assess traumatic stress and then randomized those with elevated levels to the CBITS treatment (n = 150; 47%…
Descriptors: Trauma, Group Therapy, Middle School Students, Cognitive Restructuring
