Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 4 |
| Since 2016 (last 10 years) | 4 |
| Since 2006 (last 20 years) | 4 |
Descriptor
Author
| Alicia A. Stewart | 2 |
| Ashley Adams | 2 |
| Carol McDonald Connor | 2 |
| Cassidy Wolfe | 2 |
| Elizabeth A. Swanson | 2 |
| Henry May | 2 |
| Jin Kyoung Hwang | 2 |
| Nancy Scammacca | 2 |
| Nicole Sparapani | 2 |
| Sarah Siegal | 2 |
| Sharon Vaughn | 2 |
| More ▼ | |
Publication Type
| Reports - Research | 4 |
| Journal Articles | 3 |
Education Level
| Elementary Education | 4 |
| Early Childhood Education | 2 |
| Grade 4 | 2 |
| Intermediate Grades | 2 |
| Kindergarten | 2 |
| Primary Education | 2 |
Audience
Laws, Policies, & Programs
Assessments and Surveys
| Gates MacGinitie Reading Tests | 4 |
| Conners Rating Scales | 2 |
| Woodcock Johnson Tests of… | 2 |
What Works Clearinghouse Rating
Peer reviewed
Download full text
Direct linkAlicia A. Stewart; Sharon Vaughn; Nancy Scammacca; Elizabeth A. Swanson – Remedial and Special Education, 2023
Attention-deficit/hyperactivity disorder (ADHD) is characterized by persistently high levels of inattention, hyperactivity, and/or impulsivity that interfere with functioning. Inattention is significantly related to lower reading outcomes, whereas hyperactivity/impulsivity alone is not. Strategies to Read Information Texts and Vocabulary…
Descriptors: Reading Instruction, Teaching Methods, Attention Deficit Hyperactivity Disorder, Comparative Analysis
Alicia A. Stewart; Sharon Vaughn; Nancy Scammacca; Elizabeth A. Swanson – Grantee Submission, 2022
Attention deficit/hyperactivity disorder (ADHD) is characterized by persistently high levels of inattention, hyperactivity, and/or impulsivity that interfere with functioning. Inattention is significantly related to lower reading outcomes, whereas hyperactivity/impulsivity alone is not. Strategies to Read Information Texts and Vocabulary…
Descriptors: Reading Instruction, Teaching Methods, Attention Deficit Hyperactivity Disorder, Comparative Analysis
Carol McDonald Connor; Henry May; Nicole Sparapani; Jin Kyoung Hwang; Ashley Adams; Taffeta S. Wood; Sarah Siegal; Cassidy Wolfe; Stephanie Day – Grantee Submission, 2022
Bringing effective, research-based literacy interventions into the classroom is challenging, especially given the cultural and linguistic diversity of today's classrooms. We examined the promise of Assessment-to-Instruction (A2i) technology redesigned to be used at scale to support teachers' implementation of the individualized student instruction…
Descriptors: Individualized Instruction, Kindergarten, Primary Education, Intervention
Carol McDonald Connor; Henry May; Nicole Sparapani; Jin Kyoung Hwang; Ashley Adams; Taffeta S. Wood; Sarah Siegal; Cassidy Wolfe; Stephanie Day – Journal of Educational Psychology, 2022
Bringing effective, research-based literacy interventions into the classroom is challenging, especially given the cultural and linguistic diversity of today's classrooms. We examined the promise of Assessment-to-Instruction (A2i) technology redesigned to be used at scale to support teachers' implementation of the individualized student instruction…
Descriptors: Individualized Instruction, Kindergarten, Primary Education, Intervention
