The purpose of this study was to examine the effectiveness of using group story-mapping on ESL students with a learning disability in reading comprehension. The researcher focused on a specific graphic organizer in this study, called Group Story-Mapping. This strategy required students with learning disabilities involving reading comprehension to…

Reading with comprehension is a challenge for students with high-functioning autism spectrum disorder. Unfortunately, research has little to offer to teachers trying to help these students. The present study pilots a new intervention targeting vocabulary, main idea identification, anaphoric relations, and text structure. Students (N = 13, M…

Results from the first study of the three-level School-Wide Positive Behavior Support model in Europe (SWPBS, called N-PALS) are presented. Using a strengthened nonrandomized design, data was collected from more than 1,200 teachers and 7,640 students at four measure points over four school years in 28 Norwegian intervention schools and 20…

Global self-concept, freedom from anxiety, happiness, popularity, and school satisfaction were examined for 224 partial-day Governor's School students attending public Governor's Schools as well as classes in their home high schools, and 56 students taking advanced classes in regular high schools. On average, self-concept appeared adequate to…

A STUDY WAS MADE TO DETERMINE WHETHER MENTALLY RETARDED CHILDREN PREFER SPECIFICALLY DESIGNED ART ACTIVITIES TO THE MORE TRADITIONAL ONES, AND TO TEST THE EFFECTS ON CENTRAL MOTOR SKILLS, ACADEMIC ACHIEVEMENT, ART, AND SOCIAL BEHAVIOR. ELEMENTARY, JUNIOR HIGH, AND SENIOR HIGH STUDENTS IN SPECIAL CLASSES WERE DIVIDED INTO TWO GROUPS. NEW ART…

SIGNIFICANT FACTORS INVOLVED IN LEARNING AND ADJUSTMENT OF RETARDED CHILDREN IN SPECIAL CLASSES AS COMPARED WITH THOSE REMAINING IN REGULAR CLASSROOMS WERE ASSESSED. EACH GROUP WAS EVALUATED WITH INSTRUMENTS TESTING INTELLECTUAL CAPACITY, SCHOOL ACHIEVEMENTS, SOCIAL ACCEPTABILITY, AND ADJUSTMENT TO THEIR TEACHERS AND PEER GROUPS. IT WAS FOUND THAT…

Reading comprehension of fourth and sixth graders was promoted with reciprocal teaching in three mainstream classes, and three special classes for pupils with specific language impairment (SLI). Four cognitive strategies were used to enhance these pupils' reading comprehension skills. Six coordinated, 5-week interventions were held during regular…