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Peer reviewedScruggs, Thomas E.; And Others – Remedial and Special Education (RASE), 1986
The effectiveness of small group instruction in test taking skills was evaluated with 85 learning disabled or behaviorally disordered students in grades four to six. Trained students scored significantly higher than nontrained students on Stanford Achievement subtests of word study skills and mathematics concepts. (DB)
Descriptors: Achievement Tests, Behavior Disorders, Decoding (Reading), Elementary Education
Peer reviewedO'Connor, Rollanda E.; Notari-Syverson, Angela; Vadasy, Patricia – Learning Disabilities Research and Practice, 1998
A follow-up at the end of first grade examined effects of teaching five kindergarten teachers in general and special education classes to stimulate phonological manipulation skills such as blending and segmenting. For children with learning disabilities and mild mental retardation (but not for nondisabled children) the treatment continued to show…
Descriptors: Beginning Reading, Classroom Techniques, Decoding (Reading), Followup Studies
Peer reviewedBoyle, Joseph R.; Walker-Seibert, Terri – Learning Disabilities: A Multidisciplinary Journal, 1997
This study evaluated the effectiveness of a four-step phonological awareness strategy on the reading skills of nine third-grade students with learning disabilities or educable mental retardation. Results indicated students made substantial improvement on measures of blending and segmenting sounds, pronouncing words, auditory discrimination, and…
Descriptors: Auditory Discrimination, Decoding (Reading), Grade 3, Instructional Effectiveness
