NotesFAQContact Us
Collection
Advanced
Search Tips
Publication Date
In 20250
Since 20240
Since 2021 (last 5 years)0
Since 2016 (last 10 years)0
Since 2006 (last 20 years)6
Descriptor
Mixed Methods Research6
Statistical Analysis6
Grade 14
Questionnaires4
At Risk Students3
Elementary School Teachers3
Foreign Countries3
Kindergarten3
Early Childhood Education2
Elementary School Students2
Learning Disabilities2
Phonemic Awareness2
Phonological Awareness2
Predictor Variables2
Reading Difficulties2
Reading Skills2
Response to Intervention2
Special Education2
Word Recognition2
Academic Achievement1
Accuracy1
Advocacy1
Case Studies1
Comparative Analysis1
Correlation1
More ▼
Source
Early Child Development and…1
International Journal of…1
Learning Disability Quarterly1
ProQuest LLC1
Scientific Studies of Reading1
Urban Education1
Author
Al Otaiba, Stephanie1
Dougherty Stahl, Katherine A.1
Eklund, Kenneth1
Georgiou, George1
Greulich, Luana1
Keane, Annette E.1
Lundqvist, Johanna1
Lyytinen, Heikki1
Mara, Allodi Westling1
Nespoli, Jaclyn1
Ortiz, Miriam1
Salmi, Paula1
Schatschneider, Christopher1
Siljehag, Eva1
Simic, Ognjen1
Tan, Liang See1
Torppa, Minna1
Tzuo, Pei-Wen1
Wagner, Richard K.1
Wanzek, Jeanne1
Yang, Chien-Hui1
More ▼
Publication Type
Journal Articles5
Reports - Research4
Dissertations/Theses -…1
Reports - Evaluative1
Education Level
Grade 16
Early Childhood Education4
Elementary Education4
Kindergarten3
Preschool Education2
Grade 21
Grade 31
Primary Education1
Audience
Location
Finland1
Singapore1
Sweden1
Laws, Policies, & Programs
Assessments and Surveys
Dynamic Indicators of Basic…2
Social Skills Rating System1
Wechsler Intelligence Scale…1
Woodcock Johnson Tests of…1
What Works Clearinghouse Rating
Showing all 6 results Save | Export
Inclusive Education, Support Provisions and Early Childhood Educational Pathways in the Context of Sweden: A Longitudinal Study
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Lundqvist, Johanna; Mara, Allodi Westling; Siljehag, Eva – International Journal of Special Education, 2015
The purpose of this study was to investigate the educational pathways of a group of children with and without special educational needs from the last year in preschool to 1st grade. Fifty-six children participated and 65 educational settings were visited. A longitudinal and mixed method approach was adopted. Data was collected via observations,…
Descriptors: Longitudinal Studies, Inclusion, Early Childhood Education, Foreign Countries
Understanding Inadequate Response to First-Grade Multi-Tier Intervention: Nomothetic and Ideographic Perspectives
Peer reviewed Peer reviewed
Direct linkDirect link
Greulich, Luana; Al Otaiba, Stephanie; Schatschneider, Christopher; Wanzek, Jeanne; Ortiz, Miriam; Wagner, Richard K. – Learning Disability Quarterly, 2014
The purpose of this study was to use a mixed methods approach to learn about inadequate response to a year-long multi-tier response to intervention (RTI) model that allowed first-grade students to move up and down tiers. Participants were 156 students who received supplemental intervention services during a larger multi-tier RTI study involving…
Descriptors: Response to Intervention, Elementary School Students, Mixed Methods Research, Regression (Statistics)
Identifying Domains of Ideas to Influence Early Childhood Teachers' Beliefs in Globalisation: A Mixed-Method Study
Peer reviewed Peer reviewed
Direct linkDirect link
Tzuo, Pei-Wen; Tan, Liang See; Yang, Chien-Hui – Early Child Development and Care, 2013
In the age of globalisation, it has been understood that teachers' beliefs revolve between old--new and local--foreign ideas of teaching and learning. The purpose of this study is to identify the domains of the various ideas that influence teachers' beliefs in globalisation, compare them to the strengths of influence, and explore the meanings of…
Descriptors: Global Approach, Teacher Attitudes, Comparative Analysis, Mixed Methods Research
Translating Policy to Practice: Initiating RTI in Urban Schools
Peer reviewed Peer reviewed
Direct linkDirect link
Dougherty Stahl, Katherine A.; Keane, Annette E.; Simic, Ognjen – Urban Education, 2013
This mixed methods study explores the pilot implementation of a Response to Intervention framework in the first grade classrooms in three urban schools. Two schools in a fully implemented condition (FI) with a facilitator and a partially implemented condition (PI) without a facilitator were investigated using student achievement data, field notes,…
Descriptors: Academic Achievement, Teaching Methods, Questionnaires, Response to Intervention
The Incorporation of a Phonemic Awareness Curriculum and Its Effects on Early Literacy Skills for Special Education Students
Direct linkDirect link
Nespoli, Jaclyn – ProQuest LLC, 2011
Research has found that a solid foundation of early literacy skills is a necessity for later reading and academic success. One such skill that contributes to a strong foundation is phonemic awareness. This study has explained the importance of a phonemic awareness curriculum for kindergarten and first grade special education and at-risk reading…
Descriptors: Phonemic Awareness, Curriculum, Emergent Literacy, Special Education
Examining the Double-Deficit Hypothesis in an Orthographically Consistent Language
Peer reviewed Peer reviewed
Direct linkDirect link
Torppa, Minna; Georgiou, George; Salmi, Paula; Eklund, Kenneth; Lyytinen, Heikki – Scientific Studies of Reading, 2012
We examined the double-deficit hypothesis in Finnish. One hundred five Finnish children with high familial risk for dyslexia and 90 children with low family risk were followed from the age of 3 1/2 years until Grade 3. Children's phonological awareness, rapid naming speed, text reading, and spelling were assessed. A deficit in rapid automatized…
Descriptors: Reading Difficulties, Spelling, Phonological Awareness, Reading Rate