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Direct linkMerritt, Eileen G.; Palacios, Natalia; Banse, Holland; Rimm-Kaufman, Sara E.; Leis, Micela – Journal of Educational Research, 2017
Teachers need more clarity about effective teaching practices as they strive to help their low-achieving students understand mathematics. Our study describes the instructional practices used by two teachers who, by value-added metrics, would be considered "highly effective teachers" in classrooms with a majority of students who were…
Descriptors: Grade 5, Teaching Methods, Elementary School Mathematics, Mathematics Achievement
Riches, N. G.; Loucas, T.; Baird, G.; Charman, T.; Simonoff, E. – Journal of Communication Disorders, 2011
Non-word repetition (NWR) was investigated in adolescents with typical development, Specific Language Impairment (SLI) and Autism Plus language Impairment (ALI) (n = 17, 13, 16, and mean age 14;4, 15;4, 14;8 respectively). The study evaluated the hypothesis that poor NWR performance in both groups indicates an overlapping language phenotype…
Descriptors: Vowels, Phonemics, Autism, Language Impairments
Gier, Vicki S.; Herring, Daniel; Hudnell, Jason; Montoya, Jodi; Kreiner, David S. – Reading Psychology, 2010
We investigated two active reading techniques intended to eliminate the negative effect on reading comprehension of preexisting, inappropriate highlighting. College students read passages in three highlighting conditions: no highlighting, appropriate highlighting, and inappropriate highlighting. In Experiment 1, 30 students read the passages while…
Descriptors: Reading Comprehension, Reading Improvement, Economically Disadvantaged, College Students
