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Direct linkDenton, Carolyn A.; Montroy, Janelle J.; Zucker, Tricia A.; Cannon, Grace – Learning Disability Quarterly, 2021
The purpose of this feasibility study was to inform the development of an intervention to support reading and self-regulation for students with significant reading difficulties and disabilities (RDs), including dyslexia. Participants were 21 special educators, dyslexia specialists, and reading interventionists and 48 students in Grades 2 to 4.…
Descriptors: Intervention, Program Development, Reading Skills, Self Management
Brownell, Mary T.; Lauterbach, Alexandra A.; Dingle, Mary P.; Boardman, Alison G.; Urbach, Jennifer E.; Leko, Melinda M.; Benedict, Amber E.; Park, Yujeong – Learning Disability Quarterly, 2014
In this study, researchers operated from cognitive and situated perspectives to understand how individual qualities and contextual factors influenced elementary special education teachers' learning in a multifaceted professional development (PD) project, Literacy Learning Cohort, focused on word study and fluency instruction. Grounded theory…
Descriptors: Context Effect, Special Education Teachers, Reading Instruction, Disabilities
Wanzek, Jeanne; Roberts, Greg – Learning Disability Quarterly, 2012
This study investigated the relative effects of three treatments with varying instructional emphases in reading with a comparison condition. Eighty-seven students in fourth grade with reading impairments were assigned through stratified random assignment to one of four conditions: (a) comprehension emphasis, (b) word study emphasis, (c) emphasis…
Descriptors: Intervention, Reading Difficulties, Limited English Speaking, Grade 4
Toste, Jessica R.; Compton, Donald L.; Fuchs, Douglas; Fuchs, Lynn S.; Gilbert, Jennifer K.; Cho, Eunsoo; Barquero, Laura A.; Bouton, Bobette D. – Learning Disability Quarterly, 2014
The purpose of the current study was to examine academic and cognitive profiles of first graders who responded adequately and inadequately to intensive small-group reading intervention (Tier 2), as well as assess how these profiles differ based on the criteria used for classification of unresponsiveness. Nonresponders were identified using two…
Descriptors: Profiles, Grade 1, Intervention, Reading Programs
Solis, Michael; Miciak, Jeremy; Vaughn, Sharon; Fletcher, Jack M. – Learning Disability Quarterly, 2014
We describe findings from a series of longitudinal studies utilizing a response to intervention framework implemented over 3 years with students in Grades 6 through 8 with reading disabilities and poor reading comprehension. Students were identified based on reading comprehension scores in Grade 5 (n = 1,083) and then randomized to treatment or…
Descriptors: Longitudinal Studies, Grade 6, Grade 7, Grade 8
Peer reviewedHarber, Jean R. – Learning Disability Quarterly, 1980
The study examined the relationship between two auditory perceptual skills--sound blending and auditory closure--and reading performance in 76 learning disabled elementary school children. (Author/PHR)
Descriptors: Auditory Perception, Elementary Education, Learning Disabilities, Oral Reading
Peer reviewedPany, Darlene; Jenkins, Joseph R. – Learning Disability Quarterly, 1978
Available from: Council for Exceptional Children, 1920 Association Drive, Reston, Virginia 22091. Compared were the effects of three instructional strategies on the reading comprehension of six 9- to 11-year-old learning disabled students in a resource program. (BD)
Descriptors: Elementary Education, Exceptional Child Research, Learning Disabilities, Reading Comprehension
