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Kaitlyn C. Billops – ProQuest LLC, 2024
Since the enactment of the Individuals with Disabilities Education Act (IDEA) in 2004, there has been a notable increase in the enrollment of students receiving special education services (National Center for Education Statistics [NCES], 2022). However, despite advancements in special education programming and service delivery, academic…
Descriptors: Students with Disabilities, Special Education, Academic Achievement, Program Effectiveness
Aleksander Kocaj; Kai S. Cortina; Anita F. Vereb; Joanne F. Carlisle – Remedial and Special Education, 2025
This study used data from the U.S. state of Michigan schools participating in the "Reading First" program to examine the stability of students' disability status in Grades 1 to 3. Reading First aimed to improve at-risk students' reading comprehension through research-based instruction. We analyzed how changes in students' disability…
Descriptors: Reading Programs, Students with Disabilities, Grade 1, Grade 2
Chelsea B. Pitcher – ProQuest LLC, 2024
This exploratory case study was conducted to evaluate the effectiveness of Voyager Sopris' Read Well program when implemented as a reading intervention in elementary self-contained special education classrooms. This research expands on previous research investigating the implementation of the Read Well with target populations, including those…
Descriptors: Students with Disabilities, Reading Programs, Intervention, Special Education Teachers
Barrett, Courtenay A.; Burns, Matthew K.; Maki, Kathrin E.; Clinkscales, Andryce; Hajovsky, Daniel B.; Spear, Shelbie E. – School Psychology, 2022
Despite decades of research, much is still unknown regarding how specific learning disability (SLD) identification decisions are made, particularly how language related to sociodemographic and psychosocial factors may impact decision-making. This study employed the Linguistic Inquiry and Word Count (LIWC) method to examine the language used in…
Descriptors: Learning Disabilities, Disability Identification, Language Usage, School Psychology
Erin E. Senkowski – ProQuest LLC, 2024
The identification of students with specific learning disabilities has evolved since the reauthorization of the Individuals with Disabilities Education Improvement Act (IDEIA) in 2004. This reauthorization gave state agencies parameters that disallowed using the severe discrepancy model for identification as a stand-alone method. In response to…
Descriptors: Learning Disabilities, Identification, State Departments of Education, Educational Legislation
Diana Dawn Thill – ProQuest LLC, 2022
Fewer than half of students demonstrated proficiency on Michigan state-administered summative assessments at the end of third grade at a rural, Title I school in Michigan. The purpose of this quantitative study was to compare reading fluency gains between grade levels (i.e., kindergarten, first, and second grades) in an effort to better understand…
Descriptors: Achievement Gains, Response to Intervention, Kindergarten, Grade 1
Bouck, Emily C.; Bouck, Mary K.; Joshi, Gauri S.; Johnson, Linley – Learning Disabilities: A Multidisciplinary Journal, 2016
Students with learning disabilities struggle with word problems in mathematics classes. Understanding the type of errors students make when working through such mathematical problems can further describe student performance and highlight student difficulties. Through the use of error codes, researchers analyzed the type of errors made by 14 sixth…
Descriptors: Problem Solving, Learning Disabilities, Word Problems (Mathematics), Mathematics Instruction
Frigmanski, Tasha – ProQuest LLC, 2014
Response to Intervention (RTI) is traditionally known as an alternative to the IQ-discrepancy model used for the identification of students suspected of having a specific learning disability. The focus of the study is to examine the challenges of RTI implementation, finding the perceptions and beliefs of administrators regarding RTI and…
Descriptors: Response to Intervention, Learning Disabilities, Administrator Attitudes, Change Agents
Nuga, Olukayode Abimbola – ProQuest LLC, 2013
The search for an answer to the question of the achievement gap between Black and other minority students and their White counterparts has been pervasive. This study, however, reframes the question not by using the White student as a frame of reference against which to make the comparison but by using the Black student himself. Therefore, relying…
Descriptors: African American Students, Learning Disabilities, Self Efficacy, Locus of Control
Wilcox, Kathleen A.; Murakami-Ramalho, Elizabeth; Urick, Angela – Journal of Research in Reading, 2013
The purpose of this mixed methods research is to examine teachers' perspectives on the response to intervention (RTI) framework and its implementation in Michigan and Texas schools. Both states have been leaders in literacy, increasing preservice and in-service teacher certification standards and developing similar batteries for assessing literacy…
Descriptors: Mixed Methods Research, Teacher Attitudes, Response to Intervention, Questionnaires
Okolo, Cynthia M.; Englert, Carol Sue; Bouck, Emily C.; Heutsche, Anne; Wang, Hequn – Remedial and Special Education, 2011
History is an important but often overlooked content area for all students in this current era of accountability. Yet instruction in history can help students become problem solvers and learn to make interpretations from multiple perspectives. This article reports the results of a pilot study examining history learning across three groups of…
Descriptors: History, History Instruction, Mild Disabilities, Museums
Beam, Margaret; Faddis, Bonnie – RMC Research Corporation, 2012
The purpose of this evaluation of Scholastic's "System 44" conducted by RMC Research was to expand the existing research on students with learning disabilities by conducting a randomized study of struggling readers with approximately half of the sample comprised of students with learning disabilities. Specifically, this evaluation…
Descriptors: Reading Programs, Reading Difficulties, Phonics, Decoding (Reading)
Muller, Eve – Project Forum, 2010
Response to Intervention (RTI), as a model for improving services to all students, has been a growing phenomenon since the reauthorization of the Individuals with Disabilities Education Act (IDEA) in 2004. The National Association of State Directors of Special Education (NASDSE) defines RTI as "the practice of (1) providing high-quality…
Descriptors: Student Needs, Educational Needs, General Education, Learning Disabilities
Katz, Lauren A.; Stone, C. Addison; Carlisle, Joanne F.; Corey, Douglas Lyman; Zeng, Ji – Exceptional Children, 2008
This 2-year longitudinal study examined initial evidence of progress in reading for 1,512 children with and without identified speech-language and/or learning disabilities (LD-SLD) in the context of the explicit literacy instruction provided in Michigan's Reading First (RF)schools. The findings suggested that children with LD-SLD labels…
Descriptors: Reading Comprehension, Reading Fluency, Learning Disabilities, Literacy
Bouck, Emily C. – Remedial and Special Education, 2004
This study explored the current state of secondary special education in Michigan, focusing on students with mild mental impairment (MMI) and learning disabilities (LD). A survey was mailed to 378 secondary special education teachers. The survey asked questions pertaining to demographic data, curricular approaches and instructional environments,…
Descriptors: Vocational Education, Special Education, Learning Disabilities, Special Education Teachers