Publication Date
| In 2026 | 0 |
| Since 2025 | 4 |
| Since 2022 (last 5 years) | 6 |
Descriptor
Source
| Grantee Submission | 2 |
| Assessment for Effective… | 1 |
| Intervention in School and… | 1 |
| Journal of Learning… | 1 |
| TEACHING Exceptional Children | 1 |
Author
| Bess Casey-Wilke | 2 |
| Caroline Roberts | 2 |
| Emily Reno | 2 |
| Emma Shanahan | 2 |
| Jechun An | 2 |
| Seohyeon Choi | 2 |
| Seyma Birinci | 2 |
| Annmarie H. Taylor | 1 |
| Buchanan, Dania | 1 |
| Emily L. Singell | 1 |
| Erica S. Lembke | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 6 |
| Reports - Research | 4 |
| Information Analyses | 2 |
| Reports - Descriptive | 2 |
Education Level
| Elementary Education | 5 |
| Early Childhood Education | 3 |
| Elementary Secondary Education | 2 |
| Preschool Education | 2 |
| Secondary Education | 2 |
| Grade 2 | 1 |
| Grade 3 | 1 |
| Junior High Schools | 1 |
| Middle Schools | 1 |
| Primary Education | 1 |
Audience
| Teachers | 1 |
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkJiyung Hwang; Emily L. Singell; Erica S. Lembke – Assessment for Effective Intervention, 2025
This study examined students' growth in algebra readiness progress-monitoring measures for a group of U.S. middle school students with math learning difficulties within the context of Project STAIR, a federally funded initiative supporting teachers' use of data-based individualization. Participating teachers received professional development and…
Descriptors: Algebra, Readiness, Progress Monitoring, Middle School Students
Annmarie H. Taylor; Sarah Stebbe Rowe – Intervention in School and Clinic, 2025
More research attention and implementation support are needed for mathematics intervention as student achievement in this area continues to fall below desirable levels. Incremental rehearsal is an intervention to help students build reading, vocabulary, and math fluency. Research supports the use of incremental rehearsal for improving math fact…
Descriptors: Mathematics Instruction, Intervention, Mathematics Achievement, Drills (Practice)
Emma Shanahan; Seohyeon Choi; Jechun An; Bess Casey-Wilke; Seyma Birinci; Caroline Roberts; Emily Reno – Grantee Submission, 2025
Although data-based individualization (DBI) has positive effects on learning outcomes for students with learning difficulties, this framework can be difficult for teachers to implement due to its complexity and contextual barriers. The first aim of this synthesis was to investigate the effects of ongoing professional development (PD) support for…
Descriptors: Data Use, Individualized Instruction, Learning Problems, Students with Disabilities
Emma Shanahan; Seohyeon Choi; Jechun An; Bess Casey-Wilke; Seyma Birinci; Caroline Roberts; Emily Reno – Journal of Learning Disabilities, 2025
Although data-based individualization (DBI) has positive effects on learning outcomes for students with learning difficulties, this framework can be difficult for teachers to implement due to its complexity and contextual barriers. The first aim of this synthesis was to investigate the effects of ongoing professional development (PD) support for…
Descriptors: Data Use, Individualized Instruction, Learning Problems, Students with Disabilities
Harbour, Kristin E.; McDaniel, Sara C.; Preast, June L.; Buchanan, Dania – TEACHING Exceptional Children, 2022
Teachers who work with students with targeted, co-occurring academic and behavior differences require the knowledge, tools, and support for effective interventions across both domains. This article provides a research-informed, three-step process to support teachers in designing and implementing integrated targeted interventions for mathematics…
Descriptors: Evidence Based Practice, Mathematics Instruction, Elementary School Students, Special Needs Students
Download full textSterett H. Mercer; Joanna E. Cannon – Grantee Submission, 2022
We evaluated the validity of an automated approach to learning progress assessment (aLPA) for English written expression. Participants (n = 105) were students in Grades 2-12 who had parent-identified learning difficulties and received academic tutoring through a community-based organization. Participants completed narrative writing samples in the…
Descriptors: Elementary School Students, Secondary School Students, Learning Problems, Learning Disabilities
