NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 4 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Berkeley, Sheri; Hock, Michael; Washburn, Jocelyn – Learning Disability Quarterly, 2023
Many students with learning disabilities (LD) do not master basic reading skills, which affects later reading fluency and reading comprehension development. Single-case experimental design (SCED) research yields unique opportunities to better understand which aspects of a basic reading intervention are effective with a particular student,…
Descriptors: Learning Disabilities, Students with Disabilities, Reading Skills, Intervention
Peer reviewed Peer reviewed
Direct linkDirect link
Scanlon, David; Calhoon, Mary Beth; Berkeley, Sheri – Learning Disabilities Research & Practice, 2021
Since its inception, a premise of special education has been to provide students with disabilities with an appropriate education. The interpretation of "appropriate" has evolved across eras of special education. For students with learning disabilities, emphases on inclusion and high-stakes achievement have eroded the intention of FAPE.…
Descriptors: Special Education, Students with Disabilities, Access to Education, Learning Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Berkeley, Sheri; Scanlon, David; Bailey, Tessie R.; Sutton, Jason C.; Sacco, Donna M. – Journal of Learning Disabilities, 2020
Response to intervention (RTI) has evolved from its first decade of implementation. Because states guide and regulate policy and practice at the state and local education agency levels, it is important to understand their critical role in RTI implementation. A systematic review of all 50 state education agency websites was conducted to provide an…
Descriptors: Response to Intervention, Positive Behavior Supports, Equal Education, Students with Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Berkeley, Sheri; Menditto, Anna; Luh, Amanda; Yin, Robert K. – AERA Online Paper Repository, 2017
Project-based learning activities commonly occur as part of science classroom instruction. However, while there is a large body of research about self-regulation of discreet tasks, there is limited research about how students sustain self-regulated learning during complex, long-term learning tasks. A multiple case study design with quantitative…
Descriptors: Self Management, Middle School Students, Students with Disabilities, Learning Disabilities