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The Effects of Differentiated Instruction Support Inclusion Services on Fifth Grade Reading/Language Arts Achievement
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Wendt, Stephanie L. – ProQuest LLC, 2012
Using a causal-comparative research design, this study investigated the effectiveness of Differentiated Instruction Support Inclusion Services on fifth grade regular education and gifted students' Reading/Language Arts achievement. The study analyzed and compared the achievement of the regular education students who received no inclusion support…
Descriptors: Individualized Instruction, Inclusion, Grade 5, Academically Gifted
Is the Mainstream a More Appropriate Educational Setting for Randy? A Case Study of One Student with Learning Disabilities.
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Zigmond, Naomi; Baker, Janice M. – Learning Disabilities Research and Practice, 1994
Data relating to an intermediate-grade student with learning disabilities were collected when the student was being served in a resource room and during full-time mainstreaming. Data included achievement measures, classroom observation data, and school adjustment data. Data do not show significant improvements in reading achievement when in the…
Descriptors: Academic Achievement, Case Studies, Instructional Effectiveness, Intermediate Grades
A Comparison of Inclusion Only, Pull-out Only, and Combined Service Models for Students with Mild Disabilities.
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Marston, Douglas – Journal of Special Education, 1996
Two studies compared the inclusion only, pull-out only, and combined services models for elementary students with mild disabilities, using a survey of 80 teachers and comparison of reading improvement in 240 students in the 3 models. Teacher satisfaction and student progress in reading were significantly greater for the combined services model.…
Descriptors: Delivery Systems, Elementary Education, Inclusive Schools, Instructional Effectiveness
The Effectiveness of Special Education: A Time Series Analysis of Reading Performance in Regular and Special Education Settings.
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Marston, Douglas – Journal of Special Education, 1988
The impact of regular and special education on 11 learning-disabled children in fourth through sixth grade was studied by analyzing their slope of improvement on curriculum-based measures of reading scores. A time series analysis indicated that daily reading instruction in a resource room was a more effective intervention than regular education.…
Descriptors: Achievement Gains, Elementary Education, Instructional Effectiveness, Intervention
The Effects of Teacher Training and Implementation of Two Methods for Improving the Comprehension Skills of Students with Learning Disabilities.
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Simmonds, Effie P. M. – Learning Disabilities Research and Practice, 1992
Twenty-four resource room teachers were trained in either teaching Question-Answer Relationships (QARs) or traditional methods of reading comprehension instruction, including literal questions, locating supporting details, and drawing conclusions. Results indicated that QARs readily accommodated to content area reading material and elevated…
Descriptors: Elementary Secondary Education, Inservice Teacher Education, Instructional Effectiveness, Learning Disabilities
PIER: An Inclusive Model for At-Risk Students.
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Saint-Laurent, Lise – 1996
This study compared the inclusive PIER program (French acronym for program intervention with at risk students), which was implemented in 13 third grade classes in Quebec (Canada) and compared with 13 third grade classes using a traditional resource room pull-out program over the course of a full school year. A total of 165 at-risk and 441 non…
Descriptors: Academic Achievement, Achievement Gains, Emotional Development, Foreign Countries