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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
Chaparro, Erin A.; Smolkowski, Keith; Jackson, Kathleen Ryan – Learning Disability Quarterly, 2020
Oregon's Effective Behavioral and Instructional Support Systems (EBISS) initiative was implemented in 25 school districts. The initiative trained and coached district leaders and teachers in the use of the EBISS model through the lens of implementation science. The EBISS model integrates school-wide positive behavior intervention and supports…
Descriptors: Positive Behavior Supports, State Programs, Coaching (Performance), Professional Development
Stocker, James D., Jr.; Kubina, Richard M., Jr.; Crumpler, Emily R.; Kozloff, Martin; Swanton-Derushia, Erica – Learning Disability Quarterly, 2023
Students with disabilities in upper elementary grades who read well below grade level often require one-to-one intensive intervention. The following study examines the effects of a combined explicit decoding plus frequency building intervention on consonant-vowel-consonant (CVC) word reading fluency. Participants were two third-grade students and…
Descriptors: Students with Disabilities, Decoding (Reading), Reading Instruction, Reading Fluency
McBreen, Miriam; Savage, Robert – Learning Disability Quarterly, 2022
This research assessed the impact of combining small-group cognitive reading intervention with a motivational program targeting students' goals, emotions, and self-efficacy beliefs on the reading performance and motivation of third-grade students at risk for reading difficulties (n = 25, M[subscript age] = 8.99, SD = 0.38). Using a…
Descriptors: Cognitive Processes, Student Motivation, Reading Motivation, Intervention
Swanson, Elizabeth; Solis, Michael; Ciullo, Stephen; McKenna, John W. – Learning Disability Quarterly, 2012
This study reports on the perceptions and instructional practices of Grades 3 through 5 special education teachers in a school district that implemented a multitiered response to intervention (RTI) framework for the previous 5 years. The authors used focus groups and interviews to examine special education teachers' perceptions of RTI. In…
Descriptors: Reading Difficulties, Limited English Speaking, Focus Groups, Interviews
Zhang, Dake; Xin, Yan Ping; Harris, Karleah; Ding, Yi – Learning Disability Quarterly, 2014
The purpose of the present study was to examine the effectiveness of a strategic training program for improving students' performance in solving multiplication problems. The participants were 3 third graders with math difficulties. In this teaching experiment, microgenetic analysis was used to analyze improvement in students' strategic development…
Descriptors: Multiplication, Learning Strategies, Mathematics Skills, Grade 3
Orosco, Michael J. – Learning Disability Quarterly, 2014
"English Language Learners" (ELLs) at risk for "math disabilities" (MD) are challenged in solving word problems for numerous reasons such as (a) learning English as a second language, (b) limited experience using math vocabulary, and (c) lack of strategies to improve word-problem-solving skills. As a result of these…
Descriptors: English Language Learners, At Risk Students, Word Problems (Mathematics), Learning Strategies
