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The Effects of Peer-Assisted Literacy Strategies for First-Grade Readers with and without Additional Mini-Skills Lessons.
Peer reviewed Peer reviewed
Mathes, Patricia G.; Babyak, Allison E. – Learning Disabilities: Research & Practice, 2001
A study involving 28 teachers found Peer-Assisted Literacy Strategies (PALS) enhanced reading performance of first-grade students, although not equally for all learner types. Students who were low-achieving who participated in both PALS and teacher-directed small-group mini-lessons benefited more greatly than students who participated only in…
Descriptors: Beginning Reading, Cooperative Learning, Elementary Education, Learning Disabilities
Can Middle School Students with Serious Reading Difficulties Help Each Other and Learn Anything?
Peer reviewed Peer reviewed
Mastropieri, Margo A.; Scruggs, Tomas E.; Mohler, Lisa J.; Beranek, Marcia L.; Spencer, Vicky; Boon, Richard T.; Talbott, Elizabeth – Learning Disabilities: Research & Practice, 2001
A study investigated the effects of teaching 24 middle school students with learning disabilities and mild mental retardation to tutor one another in reading comprehension strategies. Performance on reading comprehension tests following reciprocal tutoring yielded significant performance advantages for students involved in tutoring. Students…
Descriptors: Cooperative Learning, Learning Disabilities, Middle School Students, Middle Schools
What Science Offers Teachers of Reading.
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Spear-Swerling, Louise; Sternberg, Robert J. – Learning Disabilities: Research & Practice, 2001
This article examines what science offers general and special educators who teach reading. It reviews scientific findings about reading and their practical implications and considers some broader ways that science may be useful to educators. Suggestions for educators interested in becoming more astute consumers of research are provided. (Contains…
Descriptors: Educational Research, Elementary Secondary Education, Learning Disabilities, Reading Difficulties
Ensuring Content-Area Learning by Secondary Students with Learning Disabilities.
Peer reviewed Peer reviewed
Deshler, Donald D.; Schumaker, Jean B.; Lenz, B. Keith; Bulgren, Janis A.; Hock, Michael F.; Knight, Jim; Ehren, Barbara J. – Learning Disabilities: Research & Practice, 2001
Three factors tied with secondary student success in content-area reading are demonstrated: validated teacher-focused and student-focused interventions, integrated and comprehensive service delivery systems, and well-designed, data-based professional developmental programs. The key role that school administrators play in ensuring each of the…
Descriptors: Delivery Systems, Inservice Teacher Education, Learning Disabilities, Postsecondary Education
Procedural Facilitators and Cognitive Strategies: Tool for Unraveling the Mysteries of Comprehension and the Writing Process, and for Providing Meaningful Access to the General Curriculum.
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Baker, Scott; Gersten, Russell; Scanlon, David – Learning Disabilities: Research & Practice, 2002
A solid, emerging research base exists on how to provide meaningful access to the general education curriculum for students with learning disabilities. This article uses examples from research in comprehension and writing to highlight the underlying features of these empirically based approaches. The importance of multiple teaching strategies is…
Descriptors: Access to Education, Curriculum, Elementary Secondary Education, Inclusive Schools
Bringing Research-Based Practice in Reading Intervention to Scale.
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Denton, Carolyn A.; Vaughn, Sharon; Fletcher, Jack M. – Learning Disabilities: Research & Practice, 2003
This article analyzes factors related to bringing research-validated practices to scale to enable implementation of responsiveness-to- intervention models in special education. Key components of effective literacy programs are discussed, along with findings from reading intervention research. The need for professional collaboration among…
Descriptors: Academic Failure, Early Intervention, Elementary Education, Evaluation Methods
Prevention and Intervention in Beginning Reading: Two Complex Systems.
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Coyne, Michael D.; Kame'enui, Edward J.; Simmons, Deborah C. – Learning Disabilities: Research & Practice, 2001
This article addresses two sets of organizing principles to guide prevention and intervention in beginning reading: (1) the complexity in our alphabetic writing system, and (2) the complexity in our schools. The first set is related to instructional design, while the second set is related to a schoolwide model. (Contains references.) (Author/CR)
Descriptors: Alphabets, Beginning Reading, Educational Principles, Elementary Education